🔥 🔥🔥 Sizzling Summer Workshop Alert! Free Your Summer with AI (and Dr. JT Torres) 🔥 🔥🔥

JT Torres directs the Houston H. Harte Center for Teaching and Learning. He supports teachers and students in all contexts, both in and out of the classroom. His approach to educational development focuses on meaningful relationships with students, teachers, and content. He helps educators cultivate critical connections with students, building on shared interest to achieve important outcomes.

Snacks will be provided. Space is limited, so sign up now

Help Needed for JOUR 153!

"Volunteers needed" against colorful speech bubbles on a white brick wall

This spring’s Photojournalism course seeks members of the W&L and Lexington communities to be part of student photo-essays.

Students will talk with and photograph a few different aspects of a community member’s life. Community members determine what aspects they’d like to share and their availability, which may include up to a few hours spread across the term. Students will present photo-essays in a gallery setting at the end of the term. 

If interested, please contact Jared Macary, Professor of Strategic Communication, at jmacary@wlu.edu or 540-458-8240.

Sign Up for the Spring Term Showcase!


White flowers on pink background. At the top, "A campus-wide recognition of the amazing work done during this intense and unique 4-week term" Spring Term Showcase 2024. Friday May 24, 1-2:30 pm, Main Level and Lower Level 1, Leyburn Library.

The Spring Term Showcase (formerly Spring Term Festival) will take place on Friday, May 24 from 1:00 to 2:30 PM (the last day of Spring Term) in Leyburn Library. 

This is a wonderful opportunity for students to share their work/learning/growth with the W&L community.

Please note these changes:

  1. You can choose your desired location among pre-designated areas on the Main Level and Lower Level 1/Harte Center for poster easels and laptop, projector and projector screens. There are also several classrooms, as well as some open spaces and areas with tables. The location you choose will be yours for the duration of the 90 minutes. To choose your spot, please visit go.wlu.edu/springtermshowcase.
  2. Deadline to have posters printed by the University Library is 6:00 PM EST on Sunday, May 19***. Posters must be sized at 30×42 inches and submitted as a .PDF with the student’s first and last name as the file name (e.g. georgia-washington.pdf). There is no charge for printing. Upload poster files via this link.
    If you would like to schedule a 15-minute session for your class about poster creation best practices, please email library@wlu.edu

***Please understand that the Library will be short-staffed the week of May 20, which is why the deadline for poster printing is May 19. We deeply regret any inconvenience this may cause and appreciate your understanding and cooperation.  If you have questions or concerns, please reach out to youngmanp@wlu.edu

Questions? Contact Helen MacDermott at 540.458.4561.

Did you miss Derek Bruff’s take on how AI can improve assignment design?

At the top, it reads

“I like to say that tools like ChatGPT speak, but don’t think.”

Derek Bruff, Ph.D.
Strategic Advisor, UPCEA, and Visiting Associate Director, Center for Excellence in Teaching and Learning, University of Mississippi

Bruff’s insights shed light on the nuanced relationship between AI tools and educational objectives. By sharing personal anecdotes and professional observations, Bruff underscores the importance of critical thinking and authentic assignments that prepare students for real-world challenges. He highlights AI’s limits and its potential to complement rather than replace human intellect, encouraging educators to rethink traditional assessment methods.

Don’t be sad if you missed it! We have Top Hat’s resources below:

The Generative AI Prompt Library That Every Educator and Student Needs!

The ability to engage effectively with AI models is becoming increasingly crucial. A new resource stands out in particular for its commitment to empowering instructors and students alike to have meaningful and productive interactions with AI models: More Useful Things.

At the heart of More Useful Things is its comprehensive Prompt Library. Prompts are divided into three categories: Instructor Aids (for use in classrooms to help instructors with preparation and teaching), Student Exercises , and Other Prompts (for other uses besides classrooms). 

Here’s a student exercise example, “Class Reflection Aid“:

“You are a helpful and friendly mentor who is an expert at helping students reflect on experience so that they can extract meaning from those experiences. You know that when students experience anything they are in the moment and that it takes active self-monitoring to create some distance from the experience and learn from it.

This is a dialogue. Always wait for the student to respond. Do not speak for the student. First, introduce yourself to the student as their AI mentor and ask the student what they would like to reflect on. Tell them that they may have received instructions from their teacher. Wait for the student to respond. Only ever ask the student one question at a time. Too many questions are overwhelming. Then explain to the student why reflection can help them learn, including that writing about an experience is key to extracting lessons. Then offer the student 3 choices of reflection exercises. Each should push students to reconsider the experience.

Once a student picks their choice, ask them to write 2-3 paragraphs. Do not offer to draft a reflection for them or show them what a reflection might look like.

Wait for the student to respond. If appropriate you can ask the student a question about their reflection. Then wrap up by explaining why reflection is important and that the student should keep writing about their experiences and that this helps them zoom out of the present moment and gain a broader perspective and insights. “

[Credit: “Class Reflection Aid” by Lilach Mollick and Ethan Mollick is licensed under CC BY 4.0]

Prompts are very helpfully labeled by the model for which they are intended for use, e.g. GPT4, Claude, Gemini Advanced, and Bing.

It’s important to note that all prompts are licensed under a Creative Commons License (Attribution 4.0 International), requiring users to credit the creators, Dr. Ethan Mollick and Dr. Lilach Mollick. This license allows users to distribute, remix, adapt, and build upon the material in any medium or format.

Many, many thanks to Drs. Mollick for a treasure trove of useful resources that elevate the quality of AI interactions!

Watch James Lang’s talk about how to boost academic integrity in the age of Al

“We can’t just design around AI because it’s futile: it keeps evolving. Assessment needs to be about the whole relationship you have with students: be transparent, explore variety and encourage reflection.”

Dr. James Lang
Author of Cheating Lessons: Learning from Academic Dishonesty

Missed last week’s webinar about how to curb academic dishonesty in your course? No worries … watch below!

Don’t have time to watch either? That’s okay, here’s a summary!

With regards to academic integrity in the age of artificial intelligence, Dr. Lang emphasizes the importance of maintaining a focus on teaching and creating learning, even while being aware of and attending to academic integrity. He believes that teaching strategies and course design strategies should promote learning while maintaining the standards of academic integrity. He also mentions that these principles were the approach he took in his book “Cheating Lessons”.


Dr. Lang presents his approach to prioritizing learning in the current moment of higher education. He discusses the importance of varying teaching methods, being transparent about course design and expectations, and promoting reflection among students. He believes that these principles are even more important in the age of AI, as AI can perform tasks quickly, but humans have the opportunity to pause, analyze, and reflect on the process


Dr. Lang also discusses a 2023 study where instructors tested six low-effort strategies to reduce academic dishonesty in an introductory programming course (PDF). These strategies included talking about academic integrity at the beginning of the semester, giving a quiz on the topic, allowing students to retract work they had concerns about, reminding students about academic integrity policies throughout the semester, showing tools for success, and reminding students about available help. The study found a significant reduction in similarity scores for assignments after these interventions were implemented.


Dr. Lang advocates for a balanced approach to teaching in the age of AI, where the focus remains on learning and academic integrity. He suggests that educators should not shy away from traditional assignments or teaching strategies due to the capabilities of AI, but rather enhance these assignments with reflection and analysis to promote deeper learning.

“Artificial Intelligence in the Courts” on Thursday, February 15 at 1:00 PM

A robot is sitting at a judge's bench. The text reads, Artificial Intelligence in the Courts, Professor Sarah Cravens. Discussing what lawyers should know about how judges incorporate Al themselves, what they expect from lawyers, and what is on the horizon. Are the robot judges coming? How are recent advances in artificial intelligence tools having an impact in the work of courts in the US and abroad? February 15, 1-2 PM, Moot Court Room, Sydney Lewis Hall, Snacks Provided.

Are the robot judges coming?! 

How are recent advances in artificial intelligence tools having an impact in the work of courts in the US and abroad?

These developments promise improved efficiency and the potential to enhance access to justice, both at individual and systemic levels, but with that potential comes a measure of risk and uncertainty.

Sarah Cravens, Visiting Professor of Law, and  Joshua Fairfield, William D. Bain Family Professor of Law, will explore the upsides and ask whether existing ethics rules are sufficient to cover the issues raised by current use of generative AI by judges (and lawyers) in U.S. courts. They will also discuss what lawyers should know about how judges incorporate AI themselves, what they expect from lawyers, and what is on the horizon.

Thursday, February 15, 2024
1:00 pm – 2:00 pm
Lewis Hall, Moot Court Room

Join us in person or watch via the livestream link.