Generative AI Tools like ChatGPT are everywhere, including your classroom. How do instructors create “AI-proof” questions and assignments?

Written exam questions?

• Ask students to describe, explain and/or interpret novel tabular or graphic data 
• Require incorporation of multiple points from non-digital sources (e.g., guest speaker, class discussion, personal lived experience)
• Consider non-written assessments (e.g., oral examinations)

For complex writing assignments,

• Use a specific, detailed format (e.g., Nature Summary)
• Scaffold assignments from outlines, annotated bibliographies, or other written tools students must also turn in
• Make 2+ rough drafts and “track changes” mandatory
• Require that students respond directly to instructor or peer edits
• Track and grade student improvement over time

Generative AI Tools like ChatGPT are everywhere, including your classroom. How do instructors guard against unauthorized use?

• Explicitly reference unauthorized use of AI such as ChatGPT in your syllabus’ academic integrity policy section as plagiarism (representing the work of others as your own)
• Devote 2 minutes of your class time to this topic – say it out loud; discuss it with students
• Test a Chat GPT answer a priori, so you’ll know what to expect
• Realize that AI detection tools (e.g. GPTZero) are NOT a total solution because they:
  • have higher-than-expected false positive rates
  • have high false negative rates; GPTZero is not the solution to ChatGPT
  • can incorrectly identify non-native English speaker writing as AI-generated
• Think your students are using AI even though you told them not to? Use the academic misconduct process via the Report It tool, don’t just give them a 0 without a formal investigation by the Dean’s office.

Interested to learn more? More AI memos are coming! And check out this Teaching@UW page.

UAW 4121, which represents academic student employees (ASEs), postdocs and research scientists/engineers (RSEs) held a rally earlier today, and included a call to strike on Wednesday, June 7. Individual ASEs—including TAs—may choose to engage in work stoppages in solidarity with the postdocs and RSEs who are currently in contract negotiations with the UW. Know what you can do/ask, what you can’t, and what the consequences are.

• ASEs may not strike. As individuals, ASEs may ask you for a vacation day(s), or they may request to take unpaid leave if they have no vacation leave balance.
• You may approve their request for leave if it will not impact your operations.

Communicating with your instructional team:

• You may not ask whether a TA intends to participate in a potential strike or work stoppage.
• As a general planning exercise, and depending on the start timing and duration of any announced strike, you may want to discuss whether/how TAs could envision making up missed hours or rearranging work, to facilitate planning the end of the quarter.
• Make sure you have access to any grading records or student work that is not in Canvas.

Communicating with your class:

• Plan in advance. Make sure that the course status is clear. Communicate whether or not any scheduled quiz/discussion/lab section will take place at least one day ahead.
• Communicate all decisions regarding class sessions, course assignments, testing and grading to students via Canvas.

If your course is impacted, know what your options are.

Options for final exams

1. Simplify grading – multiple choice, short questions rather than a single, long response.
2. Automatic grading – online – use Canvas Quiz (multiple choice, matching, etc.)
3. Automatic grading – in person – use Scantron or paper forms to be graded via Gradescope. Drop off scantron forms at the Office of Educational Assessment.
4. Make the final exam optional.
5. Cancel the final exam.

Options for assignments/projects

1. Coordinate peer reviews. Student scoring can inform final grades.
2. Grade entire assignment or portions as credit/no credit – provide a rubric for what constitutes ‘credit.’
3. Grade every-other answer or problem in the problem set.

Is your response rate hovering around 30%? Increase participation in course evals by:

Explaining why it matters: 

• “If there is something about this course you liked, chances are, a former student suggested it”
• “Before setting up the next offering of this course, I return to this feedback”
• “Teaching evals are important for my professional growth and part of my annual evaluation”

Asking for depth: 

• Feedback on what worked AND what did not
• Examples of helpful and unhelpful (i.e., vague) feedback
• 10 minutes of class time set aside for filling out the course evals

Offering incentives: 

• Individual-level (e.g., 1 extra credit point on the final assignment)
• Group-level (e.g., if the course hits 75% participation, everyone gets extra points)

Caught off guard with ad hoc requests from students for exceptions, waivers, late-passes or extra credit? Here are policies to include in your syllabus, and apply consistently:

• Define excused absences in an Absence policy and do not make exceptions.
• Explain whether make-up quizzes or exams are possible in a Missed exam policy.
  • Be explicit that students must contact you ahead of the exam.
  • Explain the consequences of a missed exam without notification.
  • Advertise an oral quiz or exam as a make-up.
• Adopt a Drop policy allowing students to drop “1-in-N” (where N is the total number) assignments, quizzes, tests, or labs. This reduces student anxiety around unforeseen events or trade-offs with other deadlines, and reduces student requests.

Pay it back, or pay it forward—kindness benefits everyone.

• Acts of kindness make the giver and the receiver happier.
• Helping others can promote physiological changes in the brain linked with happiness.
• Being kind to others helps reduce anxiety by improving support networks and self-esteem.
• Whether you are kind to a stranger or a friend, kindness creates a sense of belonging and reduces isolation.

Make campus kinder! Please promote the #huskykind Weekly Challenge—100 acts of kindness in 10 weeks—to your students this Winter Quarter.

• Download the BeKind (free) app on the App Store or Google Store
• Create a BeKind account to track progress.
• Join the ‘huskykind” group to receive ideas for acts of kindness and prize opportunities.

Spread the word by showing this video in class or sharing this link with your students.

We’re getting reports that instructors are receiving last minute asks from some students at risk of a poor/failing grade. Given the social pressure to accept a wide range of student requests during COVID, these may now be more numerous. Here are some compassionate responses that hold-the-line:

• Direct students to the syllabus and course policies about late, missed and/or make-up assignments.
• Remind students that exceptions to course policies are impossible to do equitably.
• Encourage students to focus on their performance on the remaining assessments.
• Suggest students work with their departmental adviser if they need to drop the course now (Current Quarter Drop one class/quarter through last day of instruction) or next quarter (Former Quarter Drop hardship withdrawal)
• Make sure that struggling students are aware of counseling, crisis support and mental health resources (Health & Wellbeing)

Yesterday’s memo (see #17, below) explains the 4 modalities being trialed in the Spring 2023 time schedule: in-person, synchronous online (O), asynchronous online (A) and hybrid (B). Know that course modality can limit certain students from enrolling.

• In-person and hybrid courses: no restrictions!
• Students receiving financial aid for asynchronous (A) online course(s) MUST:
  • Complete a graded activity or assignment during the first week of the quarter.
  • Finish all coursework by the end of the quarter.

• International students on F1 or J1 visas:
  • May not take synchronous (O) or asynchronous (A) online courses.

• Veterans receiving full benefits are:
  • Limited to one synchronous (O) or asynchronous (A) online course per quarter.

Starting in Spring 2023, UW courses can be designated as one of 4 modalities based on whether they meet in a physical space and at a designated weekday and time. Here are the definitions:

• In-person: Meets in a physical location (e.g., Johnson Hall 101), on designated weekdays and times (e.g., MTWThF 8:30-9:20).  Both are listed in the time schedule.
• Synchronous online (flagged ”O”): Meets online (e.g. Zoom), on designated weekdays and times (e.g., TTh 3:30-4:50) listed in the time schedule.
• Asynchronous online (flagged “A”): Work done online (e.g. Canvas) at the student’s pace; there can be assignment, quiz/exam deadlines; there could be occasional student-instructor Zooms.
• Hybrid (flagged “B”): Meets in-person sometimes (with time schedule listing) and online sometimes.

Who decides and based on what?

• There must be curricular motivation to change from in-person (the default) to any another modality
• Online courses require unit, college curriculum committee and UW curriculum committee approval

Use mid-quarter feedback to figure out what is working (or not) this quarter. You can set up a mid-quarter evaluation anytime on Canvas as an ungraded survey. The standard UW OEA mid-quarter course evaluation is here. And remember to:

• Share both quant (Likert frequencies) and qual (anonymized comments) data.
  • Quant: Summarize 2-3 of the most common responses.
  • Qual: Emphasize what students think is working. This is good for student and instructor morale.
• Identify at least one thing you will change now and explain how you will change it.
• Explain which changes you won’t be making, and why.
  • Be transparent about your decisions and why the class is structured the way it is.
  • If half of students want more of X and the other half want less, share those data so they know why X won’t change, even if it’s a hot button issue.

Instructors have an opportunity and a responsibility to support students in distress.  What resources are out there and when should we use them?

• Point students to…
  • My SSP:  24/7 crisis support from licensed professional counselors.
  • UW Counseling Center:  same-day student crisis consultations;  short-term counseling with licensed mental health therapists; referrals for longer-term support (M-F)

• Actions you can take:
  • Reach out and connect with students—express your concern and learn about what your student is dealing with.
  • Care Team: Unsure about how to help?  A Care Team Referral will direct you to the right resources (72 hour turnaround).
  • My SSP:  Guidance on how to support your students (24/7)
  • SafeCampus:  You can speak anonymously about concern for your student (M-F)

• All campus resources can be found at wellbeing.uw.edu.

• Remember that people who are kind, well-intentioned, thoughtful and smart may come to a different conclusion on masking than you!  Always lead with grace and respect.
• Let students know they can always choose to wear a mask – outdoors, indoors, anywhere.
• Talk about the choice you are making, clearly indicating that your choice doesn’t negate other people’s choices.
• Acknowledge anxiety and differing levels of comfort about masking out loud; encourage students to talk to each other, and you, about their masking choices.
• Use Poll Everywhere to collect anonymized data about how students are feeling about (un)masking (e.g., Emotion Scale Option) which can be shared in real time.
• Share the science behind public health decisions:
  • CDC: masks protect wearers – see graphic abstract
  • King County COVID dashboard – local cases, hospitalizations, and deaths
  • UW Virology dashboard – which variant(s) are locally dominant

Send out a welcome email via Canvas, and acknowledge the potential anxieties around returning to classes unmasked.

• Remind students that masking indoors is now optional.
• Tell students whether you will/won’t be wearing a mask, and why.
• Consider noting that UW central administration recommends wearing masks.
• Provide data-driven information about the protection masks provide the wearer: Consistently wearing a well-fitting N95/KN95 mask in indoor public spaces where others are unmasked significantly reduces the risk of testing positive for COVID-19.
• Ask students to respect each other and show compassion and kindness to those who have different views.

Always remember that students perceive that instructors have power over them.  Therefore, please do not:

• Request that students wear masks without first informing them masking is now optional.
• Individually call out or penalize students for whatever masking choice they make.

With the UW indoor mask mandate ending in Spring quarter, what should I do in class?

What you CAN do:

• Engage your class in a conversation about masking issues: masks are optional – everyone gets to choose where and when to mask, people have different health risks and risk responsibilities.
• Protect yourself with an N95/KN95 mask.  Relative to no mask, recent studies suggest people who consistently wear a well-fitting N95/KN95 mask in indoor public spaces significantly lowered their odds of testing positive for COVID-19.
• Remind students they can still pick up free masks from the libraries or large classrooms
• Spread knowledge not fear.  Covid cases, hospitalizations and deaths continue to fall to pre-omicron levels in King County

What you CAN’T do:

• Require or pressure students in shared public spaces – like classrooms – to wear masks.
• Ask for explanations. Nobody should feel they need to justify why they do/don’t wear a mask.

What grading options are open to me when considering my Winter Quarter 2022 struggling students?

• Standard grading on the 4.0 scale: Undergraduate students pass with a 7 or above, and receive a 0.0 otherwise.  Grade points, even a 0.0 fail, count towards the GPA.
• “S/NS” (satisfactory/not satisfactory): During an Extraordinary Circumstances Quarter (ECQ) students can change graded credit to S/NS during and after the quarter.
  • For undergrads: minimum 2.0 converts to “S.” For grads, minimum is 2.7.
  • “S” grades apply to degree and graduation requirements during an ECQ.
  • Neither “S” nor “NS” count towards the GPA.
• “X” (No Grade): Automatically recorded if no grade is submitted (e.g., late or not enough information to submit); “X” remains on transcript until changed by instructor.
• “I” (Incomplete): Given at the discretion of the instructor if students have not completed all work; “I” must be made up by the end of the next quarter, otherwise it is automatically converted to a 0.0 failing grade. Year-long extensions are possible.

I’ve heard course evaluations are biased and a waste of time. Can we improve their value?

• Customize questions to get at issues and content specific to your class and pedagogy:

• • Do you feel comfortable speaking in class?
  • Which field trip was most effective in allowing you to test your skill levels?

• Discuss, in-class, what type of written feedback is helpful (good: “this assignment would have been more effective if [x]” vs bad: “this assignment stinks”)

• Work to increase response rates to include the perspectives of all students, instead of only the very pleased/very unhappy groups.
  • Allocate time in class for students to respond
  • Be specific in demonstrating how past feedback has helped improve the course
  • Provide extra credit to all once a threshold (e.g., 75%) complete the evaluation

How can I prevent my course materials from being posted online (CourseHero, Koofers, Nanopdf  , OneClass  Links to an external site., Quizlet, StuDocu, StudyBlue) without my permission?

• Make your sharing policy front and center in your syllabus. We suggest:

Do not share any course materials (lectures, lecture notes, recordings, assignments, quizzes, exams) posted to the class Canvas site. These materials are protected by U.S. copyright law and by University policy and may not be reproduced, distributed, displayed, posted or uploaded without written permission from the instructor. If you do so, you may be subject to academic misconduct proceedings under the UW Student Conduct Code.

• Copyright every page of your course materials (print, PDFs, Canvas). Most sharing sites search for, and reject content with a copyright symbol ©.  We suggest:

© Faculty Name YEAR. This content is protected. Do not upload or distribute.

• Reduce incentives by making previous exams and solutions available to the entire class.

How do I respond to students requesting an online option to my in-person course?

• If your course is not currently constructed for simultaneous in-person and online delivery (hyflex), remind your students that:
  • The activities, assignments and exams are designed for in-person.
  • Online, engagement is reduced making student learning more difficult.
• Differentiate DRS-required accommodations from instructor flexibility given student illness, including COVID.
• Review the absence/illness policies in your syllabus; COVID is an illness.
• Direct students to Disability Resources for Students (DRS) if they are requesting a medical accommodation.
• Remind students that Winter 2022 is an Extraordinary Circumstances Quarter: degree and graduation requirements can be fulfilled using the S/NS grading option.
• Revise or use this Instructor email response message:

Hi Student Name,

Unfortunately, there is no way to attend quiz sections virtually as TAs will be running between rooms (with different types and levels of technology) during the 10-minute class break and won’t be able to connect to Zoom and manage a virtual and in-person classroom at the same time.  As per the course policy outlined in the syllabus, you must be present in quiz section to earn the in-class activity points. 

I do understand your concern and I know your circumstances are unique. I advise you to contact DRS Links to an external site.for a medical accommodation. If you are unable to attain one, I want to remind you that you get to drop X in-class activity scores, and this quarter has been designated an Extraordinary Circumstances Quarter, Links to an external site.so you have the option of S/NS grading and you only need a 2.0 in the course to earn credit for this course, and your degree and graduation requirements.

Please reach out if you would like to schedule a meeting to further discuss your concerns

• Respond with compassion. Students have complicated lives and anxiety is running high.

After 1.5 years of online-ness, how do I dial up student engagement and keep them coming to class?

• Relax in the silence. Smile. Look right at them. Let them know you’ll wait for them to answer. And never answer your own question.
• Get them moving. Create physicality in the classroom. Move students between types of classroom activities.
• Engage in random calling. Pose a question. Allow students to pair/discuss, then randomly select a student to answer. And remind them that they can pass.
• Poll before & after. Use Poll Everywhere to ask students a question, show the results, allow for discussion, and then re-poll and display.
• Encourage community. Maintain the same groups to encourage shy students to feel comfortable sharing.

How can we all feel safe when coming back to in-person learning?

• Use N95s! We delivered duck-bill N95s throughout the college in September. Need a few? Just ask at your unit’s front desk.
• Know mask efficacy. Double is better than single; surgical is better than cotton; N95s are best of all:

1 cotton < 1 surgical < dbl cotton < surgical + cotton <  dbl surgical  < N95

And in the classroom, consider the following example statements:

• Validate all COVID-19 concern levels: “We all have different levels of concern, different social groups, and different living situations, so we may respond differently, and that is ok”
• Confirm everyone should stay home if they feel ill: “Everyone in this course should stay home if they feel sick. If I become ill, I will do my best to provide you with as much notice as I can, and make necessary adjustments to course delivery. If you are sick, please provide me with similar notice.”
• Treat each other with grace: “When unexpected changes happen, we will all stay positive and adjust as necessary – without blame or bad feelings.”

How do I encourage students to come to class while also accommodating potential absences?

• Incorporate more group work during class (e.g., group presentations, group projects, think-pair-share, group worksheets).
• Support class participation by points (e.g., poll everywhere for points, worksheet). Let students know why these expectations are set. Make them hand something in every course period.
• Implement a flexible grading plan (e.g., drop n of x across all graded categories).
• Consider not recording discussions or lectures.
• Post lecture slides (for English language learners, students who want to review) but not lecture notes.
• Add a couple in-class free writes on something edgy (e.g., current events, environmental justice). Something that creates “a social buzz.”

I want the flexibility to teach my course remotely – what should I do?

• A distance learning (DL) designation is required for an entirely remote offering.  But getting a DL does NOT mean the course must be remote, just that it can be.
• There must be pedagogical justification for teaching remotely – why is it beneficial to students?
• For Autumn Quarter, last minute DLs were approved by Deans.  Winter Quarter is still a question.
• The normal process includes approval from the: unit, college, and UW curriculum committees.
• College of the Environment application deadlines are:
  • Winter 2022 – too late!!                Spring 2022 – 5 Nov 2021
  • Autumn 2022 – 14 Feb 2022     Winter 2023 – 14 Mar 2022
• Here’s the 9-Step Quick Guide for submitting a course change application to add a DL designation.

How will students, TAs and instructors know if they’ve had close contact a COVID positive person?

• Join WA Notify – a smart phone app maintained by the WA Dept of Health.
  • WA Notify sends you notifications when you’ve been exposed (<6 feet for >14 min in the last 2 weeks) to a COVID-19 positive person who is also on the app
  • WA Notify does NOT share any personal information
• Set up WA Notify on iPhone:
  • In Settings scroll down to “Exposure Notifications,” click “Turn On Exposure Notifications,” select United States and Washington. Switch device notifications “On”
• Set up WA Notify on Android:
  • Download WA Notify for Android. Switch device notifications “On”

How can I prepare for students missing the mid-term due to COVID?

• Adopt a “drop X of N” policy for exams in the class (e.g., drop lowest score, keep 3 of 5).
• Instead of in-person exams, use timed, Canvas-based, take-home exams with a randomized question bank so that no 2 students get the same exam.
  • How? Watch the Exams and Assessments Workshop on our Canvas page.
• Don’t want to use online exams? Still thinking students can pull answers from the internet?
  • Advertise – in advance – oral exams for any students who miss in-person exams.
    • Instructor or TA is proctor.
    • Use share screen over Zoom for problem sets or visuals.

What do I do if a student in my class tests positive for COVID-19?

• Direct the student to contact EH&S (covidehc@uw.edu) and to self-isolate for 14 days
• Send notification template to inform class and copy (cc) covidehc@uw.edu
  • Do NOT release student name
  • DO include “COVID-19 notification for Course Number” in subject line
• Advise students to join WA Notify, the Department of Health app for tracking COVID contacts
  • The app data are used to assemble the “close contacts” list used by EH&S
  • The app will automatically notify users if they have been in close contact with a COVID-positive person
• Remind students that vaccinated people with no COVID symptoms do NOT need to quarantine
• Direct students with COVID-19 symptoms to quarantine and get tested within 5 days