The headlines about KU’s fall enrollment sounded much like a Minnesotan’s assessment of winter: It could be worse.
Indeed it could have been, given the uncertainties brought on by the coronavirus and rumblings among students that they might sit out the year if their courses were online.
Grade point averages for University of Kansas undergraduates rose an average of 8.4% in the spring as instructors offered more flexibility after a shift to remote teaching and more students took advantage of pass/fail grade options.
As we near the halfway point of what we hope will be the final semester of remote everything, we at CTE encourage you to take a collective breath, put your feet up, and read an important news story you might have missed.
We can’t guarantee a happy ending. Then again, that all depends on what you consider happy.
Consider it the week that might have been.
The future of higher education may very well hinge on our skill as interpreters and communicators.
Too often, though, we never bother to define the terms we use or to help students, parents, and employers understand the purpose and significance of a college education, Ashley Finley told participants at the 2021 KU Teaching Summit last week.
As you shake out the post-break cobwebs from your brain and retrain yourself to recognize the half-hidden faces of students, we would like to pass along some exciting news. (Hint: It’s about masks! Yes, masks! Those things that are constantly on your mind – or mouth, or nose, or wherever you are wearing them these days.)
First, though, we’d like to remind you how far you have come.
The poor balloon never had a chance.
The latest enrollment report for universities in the Kansas regents system (down 1.5%) seems worth little more than a shrug. Longer term, though, the higher education trends in Kansas will require considerable attention – and action.
Nearly a decade ago, the Associated Press began distributing articles written by an artificial intelligence platform.
Not surprisingly, that news sent ripples of concern among journalists. If a bot could turn structured data into comprehensible – even fluid – prose, where did humans fit into the process? Did this portend yet more ominous changes in the profession?
The intellectual work that goes into teaching often goes unnoticed.
All too often, departments rely on simple lists of classes and scores from student surveys of teaching to “evaluate” instructors. I put “evaluate” in quotation marks because those list-heavy reviews look only at surface-level numerical information and ignore the real work that goes into making teaching effective, engaging, and meaningful.
Since its release late last year, ChatGPT has reverberated through the academic mind like an orchestral crescendo in a Strauss symphonic movement. It has amazing abilities, and even greater potential. Even so, it delivers many of its responses in a monotone reminiscent of HAL 9000, the rogue artificial intelligence system in 2001: A Space Odyssey.