Author: Helen

(she, her, hers) Trail-loving ultrarunner determined to teach my preschooler how to blow her nose when not providing consultation and support to the University community to successfully integrate technology into teaching, learning, and research.
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Exploring the Human Side of AI with ‘After Yang’ – Join Us!

Promotional poster for a screening of the film After Yang, featuring the movie's official poster with four main characters, including Colin Farrell. The event details are displayed at the bottom: 'Friday, March 7 @ 2:30 PM, Stackhouse Theater, Free and Open to All.' A QR code on the right invites viewers to 'Scan Me' for access to the digital viewing guide. The background features binary code, and a 'Films with Harte' logo is at the top.

The Harte Center for Teaching and Learning invites you to the final “Films with Harte” screening of the Winter term: “After Yang,” a thought-provoking science fiction drama directed by Kogonada.

Join us on Friday, March 7th at 2:30 PM in Stackhouse Theater for a cinematic journey that explores the intricate layers of memory, identity, and the emotional existence of artificial intelligence.

“After Yang” follows a family grappling with the unexpected malfunction of Yang, an AI designed as a companion for their adopted daughter, Mika. As they work on repairs, they uncover Yang’s complex inner world, filled with emotions, memories, and his own unmet needs. This film beautifully raises questions about the nature of being and the bonds that form between humans and AI.

Please check out the “After Yang” digital viewing guide!

 

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This event is FREE and open to the entire W&L community. Whether you’re a tech enthusiast, a film lover, or someone intrigued by the future of human-AI relations, “After Yang” will offer you plenty to reflect on. Join us for this final screening and bring your insights into the mix as we discuss the complex narratives woven into this lovely film.

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Engaging Students in Writing: Insights from Peer Interaction

School supplies of blank lined notebook paper with eraser marks and erased pencil writing, surrounded by balled up paper and a sharp pencil.

What do students really think about writing assignments?

A panel of Writing Center peer consultants will share their insights on how they approach writing, what works (and what doesn’t), and how faculty can better support student success. 

  • When: Friday January 17, 12:15-1:30 PM 
  • Where: Harte Center, Leyburn 119, lunch provided 

Don’t miss this unique, candid conversation between students and faculty about making writing assignments more effective and engaging. 

About the Writing Center

As part of the Harte Center for Teaching and Learning, the Writing Center is committed to helping students develop their written and oral communication skills — essential tools for success both in and beyond the classroom. Our consultants work with students at any stage of their projects, whether they’re drafting a research proposal, revising an essay, or preparing a presentation. 

One of our greatest strengths is our staff. Our team includes both professional consultants and peer consultants: 

  • Professional consultants bring years of experience as writers and educators. They are accomplished authors, instructors, and communication specialists. 
  • Peer consultants are carefully selected students from a wide variety of majors, chosen not only for their exceptional writing skills but also for their ability to mentor their peers effectively. 

Our consultants provide personalized, collaborative support to help students strengthen their communication skills, whether they’re working on academic essays, research projects, oral presentations, or even application materials like personal statements. 

Please encourage students to take advantage of these services. Here are some ways you can help spread the word: 

  • Include the Writing Center in your syllabus or mention us in class as a recommended resource for writing and presentations.
  • Remind students to visit us when you first assign writing and communication projects. 
  • Invite us to your class to give a brief introduction to our services and how we can support your students. 

We’re here to partner with you in supporting your students’ academic success. Contact Bill Oliver if you’d like to collaborate on tailored workshops, class-specific resources, or if you’d like to require students to visit the Writing Center as part of their writing process for a particular assignment.

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Explore the intersection of AI and human connections through film

Promotional poster for the 'Films with Harte' winter term film series presented by the Harte Center for Teaching and Learning, featuring two films: 'Her' (2013) starring Joaquin Phoenix, with a red background and his face prominently featured, and 'After Yang' (2021), showing a contemplative family portrait with Colin Farrell and other cast members against a soft gradient background. Event dates and times: 'Her' screening on Friday, January 31 at 2:00 PM, and 'After Yang' screening on Friday, March 7 at 2:30 PM, both at Stackhouse Theater. The poster invites viewers to explore the emotional and ethical complexities of AI with a post-screening discussion, and it emphasizes that the events are free and open to all.

The Harte Center is proud to present a thought-provoking film series titled “Films with Harte.” This series kicks off with two critically acclaimed films that delve into the complexities of artificial intelligence and its interplay with human emotions: Spike Jonze’s “Her” (2013) and Kogonada’s “After Yang” (2021).

“Her” tells the story of a lonely writer who develops an unexpected relationship with an operating system designed to meet his every need. “After Yang” follows a family’s journey when their android, Yang, malfunctions—challenging their understanding of life and love. Both films offer a unique lens on the emotional and ethical implications of AI in our lives.

The screenings are scheduled for January 31st and March 7th at 2:00 PM and 2:30 PM, respectively, in the intimate setting of Stackhouse Theater. These events are not only a chance to watch these compelling films but also an opportunity to engage in rich discussions about the narratives and their moral implications.

Admission to each screening is free and open to all members of the W&L community. Don’t miss this chance to reflect on how AI might shape our emotional futures.

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ALERT! Microsoft Office License Changes Require “Sign-In” at First Use in W&L Classrooms

Classroom computers in W&L spaces now have Office 365 installed to provide the most up-to-date feature set and to enable advanced Box functionality such as co-authoring)

Users who launch any Office product (i.e. Microsoft Word,  Microsoft Excel, Microsoft PowerPoint, etc.) on a classroom computer will be prompted to authenticate for their initial use. 

When launching an Office application the first time, users will encounter this challenge, and should SELECT “SIGN-IN” and proceed. Your Washington & Lee University email and password are the correct credentials to use. A Microsoft Office sign-in screen titled "Sign in to set up Office". The screen displays three icons representing benefits: using your regular email address, getting free cloud storage, and using your account to install Office on other devices. Below, there's text stating "Sign in with your work, school, or personal Microsoft account" followed by two buttons: "Sign in" (highlighted in blue) and "Create account". A red arrow points to the "Sign in" button. At the bottom are links for "I have a product key" and "What is a Microsoft account?".

After authentication in a classroom, subsequent use of Office apps should not require authentication beyond your standard login to the PC.

If you should encounter difficulties after the initial use and authentication, please contact the ITS Helpdesk at help@wlu.edu, call 540.458.4357 (HELP), or stop by the Main Level of Leyburn Library.

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Developing Feedback-Literate Students is Key for Career Readiness

colorful speech bubbles overlapping one anotherFeedback literacy is the ability to effectively seek, give, receive, process and use feedback and it’s a critical skill for students to develop to be successful in both the classroom and in their future careers.

The five key dimensions of feedback literacy include:

  • Giving Feedback: Teaching students to provide clear, respectful, and actionable feedback to others.
  • Seeking Feedback: Encouraging students to proactively seek constructive insights to improve their performance.
  • Receiving Feedback: Helping students learn to actively listen and understand feedback without immediate judgment.
  • Processing Feedback: Guiding students to reflect on feedback and decide its applicability.
  • Using Feedback: Encouraging the application of feedback to make informed improvements.

As educators, we are in the perfect position to guide students in understanding and practicing the many facets of feedback they will encounter professionally.

Cameron Conaway, adjunct professor in the Professional Communication master’s program at the University of San Francisco and a team leader in the People, Policy & Purpose organization at Cisco, outlines a 5-step approach for developing feedback literacy in the classroom:

  1. Discuss feedback and co-create a definition with students. Share why feedback has been important in your own career and have students work together to define effective feedback.
  2. Introduce the concept of feedback literacy. Explain the 5 components – giving, seeking, receiving, processing, and using feedback. Discuss each with real examples.
  3. Plan progressive feedback practice. Start with encouraging positive feedback, then provide assignments where students practice giving and receiving feedback in pairs. Seek feedback from students as well.
  4. Mix synchronous and asynchronous feedback opportunities. Provide both in-class feedback exercises and asynchronous opportunities for students to provide feedback on each other’s work.
  5. Ensure students get feedback on their feedback literacy skills. Reinforce when students demonstrate effective feedback skills and create opportunities for peers to provide feedback to each other on their feedback.

By intentionally incorporating feedback literacy development into our teaching, we can help students build the skills and comfort with feedback that will serve them well in their careers. As a bonus, seeking and using feedback from students can make us better educators as well.

To learn more about developing feedback literacy in your students, including specific exercises and discussion guides, be sure to read the full article at 

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Last Chance to Learn: LinkedIn Learning Access Ends on August 31

Due to significant price increases and low usage rates on campus, Washington and Lee’s subscription to LinkedIn Learning will end on August 31, 2024. After this date, access to course content and user learning history will no longer be available.

If you’d like to finish any incomplete courses or access any other content on LinkedIn Learning, you have until August 31 to do so.

To download your learning history, log into LinkedIn Learning though myapps.wlu.edu and navigate to the “My Learning” tab at the top of your account. Click on “Learning History,” then use the “More” button beside each course to download your certificates.

Questions? Contact the ITS Information Desk at help@wlu.edu or extension 4357 (HELP).

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Need Help to Craft an AI Policy for your Syllabus?

Keep Calm and Read The Syllabus

Dr. Chris Heard, Director of the Center for Teaching Excellence at Seaver College at Pepperdine University, created a terrific tool to help instructors construct a statement about the use of generative AI for their syllabus.

This web-based decision tree tool, built using Twine, provides a customizable and interactive way for educators to draft statements that reflect their specific attitudes and policies regarding the use of generative AI in their courses. This resource ensures that faculty can clearly communicate their expectations and policies on AI usage to students, by working from a place of trust,  fostering transparency, and encouraging dialogue in the classroom.

Inspired by Heard’s work, this decision tree tool was recreated and tailored to W&L’s institutional needs. The Provost’s Office strongly recommends including an AI policy statement in every syllabus.

screenshot of the Generative AI Syllabus Statement Tool homepage

Access the Generative AI Syllabus Statement Tool! 

Should you have any questions or issues about using the tool, please stop by the Harte Center (LL1 in Leyburn Library). 

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🔥 🔥🔥 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! 

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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.