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Upcoming Scheduled Update: WordPress Multisite Network Maintenance on Wednesday, August 6

On Wednesday, August 6, starting at 5:00 pm EST, Reclaim Hosting will be performing a scheduled PHP update on our WordPress multisite network.

What’s Happening and Why

To keep WordPress secure, stable, and running the latest features, it’s necessary to update the underlying PHP software that powers our sites. PHP updates help close potential security gaps, improve performance, and ensure future compatibility with plugins and themes.

We recognize that maintenance periods are inconvenient, but these updates are a vital part of system stewardship. Our hosting provider, Reclaim Hosting, will handle all technical details and minimize downtime as much as possible.

What You Need to Do

  • Please save all your work in WordPress and log out of your account before 5:00 pm EST on Wednesday, August 6.

  • Any changes not saved before the update begins risk being lost.

  • The site may be inaccessible for a period during the maintenance window.

  • This update is expected to take up to two hours.

Questions or Concerns?

Contact Helen at hmacdermott@wlu.edu with any questions or concerns.

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Mark Your Calendar for the PLAI Summit in September

Logo for the PLAI Summit featuring a stylized mountain with circuit lines branching across it, topped with a flag. Below the mountain, the text reads "PLAI Summit," with the "AI" incorporated into a smiling robot face.

Friday, September 19, 2025
9:00 am – 4:30 pm

Houston H. Harte Center for Teaching and Learning
@ Washington and Lee University

How do we decide when to press the AI button—and when not to?

The PLAI Summit is a full-day event bringing together educators, students, and professionals to explore one of the most urgent questions of our time: how do we use AI to extend human capability—without compromising what makes us human?

Through hands-on demos, thought-provoking discussions, and multidisciplinary exchange, we’ll dive into how AI is reshaping art, society, science, and learning. The goal isn’t just to showcase innovation—it’s to build a shared awareness of when and why we choose to use AI, and when we deliberately choose not to.

Join us in imagining a future where AI supports—not supplants—human curiosity, creativity, and care.

Now Accepting Proposals for Presentations

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Thank You for Making the Spring Spotlight a Success!

Students gather in a presentation space with posters and a digital screen in the background. Overlaid text reads: "Thank You for Making the Spring Spotlight a Success! Visit the website to explore digital projects or to add your class! springspotlight.academic.wlu.edu"

We’re grateful to the faculty and students from 14 Spring Term classes who shared their work through presentations, performances, poster sessions, and creative displays during last week’s Spring Spotlight in the Harte Center. The energy, insight, and innovation on display truly captured the spirit of Spring Term at W&L.

If you didn’t get a chance to attend—or if you want to revisit some of the projects—be sure to explore the growing collection of student work on the Spring Spotlight website. You’ll find podcasts, short films, digital essays, and more—all reflecting the depth and diversity of learning across disciplines.

And it’s not too late to contribute! If your class created digital work that you’d like to see included on the site, please reach out to Helen MacDermott (hmacdermott@wlu.edu) to get started.

Thank you again to everyone who helped make this year’s Spotlight a meaningful and memorable celebration of student learning!

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🤖 Can AI Be an Inventor? 🤔

Flyer promoting a talk titled “AI, IP, and the New Frontier of Creation,” focused on the legal challenges of AI-generated works in areas like music, art, and code. The event features Professor Fairfield and discusses how courts and legal experts are addressing copyright, patent, and authorship in the age of artificial intelligence. Details include: Tuesday, April 8, 2025, from 1:00 PM to 2:00 PM in Classroom D. A robotic hand holds a glowing blue octagon labeled “AI,” with a note at the bottom saying, “Pizza will be served.” Background features a futuristic, geometric white design.

Join us on Tuesday, April 8, 2025, from 1:00–2:00 PM in Classroom D for a thought-provoking talk with Professor Josh Fairfield as we dive into one of the most pressing legal questions of our time: What happens when a machine creates something new?

From original artwork to lines of code, AI is reshaping what it means to be a creator—and the legal world is racing to catch up. This session will explore how courts, lawmakers, and scholars are wrestling with copyright, patent, and authorship in the age of artificial intelligence. If you’re curious about the future of innovation and intellectual property law, this event is for you.

Oh—and did we mention pizza will be served? 🍕

Bring your curiosity (and your appetite) as we unpack the legal frontier of AI-generated creativity. See you there!

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NEW! Helpful Resource to Boost Your Students’ Research Presentation Skills

Flat-style digital illustration of graphic design tools arranged on a teal background. The composition includes a computer monitor displaying an eye symbol, a keyboard, a drawing tablet, color swatches, a ruler, a notebook, a floppy disk, a smartphone, and various writing instruments, representing design and visual communication elements.

Looking for a way to help your students shine in their research presentations? The Visual Research Communication guide, crafted by the University Library, is a fantastic resource you can recommend to your classes.

This guide equips students with practical tools to create clear, compelling visuals—skills that will serve them well in coursework, conferences, and beyond.

We’d like to extend a special shout-out to the talented team behind this resource:

  • Renee Watson, Head of Research Service
  • Emily Cook, Research and Instruction Librarian
  • Jenny Carlos, Research Services Resident Librarian

Their hard work and expertise have made this guide an invaluable asset for our academic community.

Please take a moment to share this link with your students: https://libguides.wlu.edu/vis-research/. It’s an impactful way to support their growth as scholars and communicators.

To request a 15-minute in-class session about effective poster design, please contact library@wlu.edu.

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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