{"id":19334,"date":"2024-12-04T09:41:21","date_gmt":"2024-12-04T17:41:21","guid":{"rendered":"https:\/\/teachinginhighered.com\/?p=19334"},"modified":"2024-12-04T09:41:21","modified_gmt":"2024-12-04T17:41:21","slug":"lessons-learned-from-intentional-teaching-podcast-episode-about-ai-across-the-curriculum","status":"publish","type":"post","link":"https:\/\/teachinginhighered.com\/2024\/12\/04\/lessons-learned-from-intentional-teaching-podcast-episode-about-ai-across-the-curriculum\/","title":{"rendered":"Lessons Learned from Intentional Teaching Podcast Episode About AI Across the Curriculum"},"content":{"rendered":"

\"Podcast<\/p>\n

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I drew much inspiration from this morning's listen to Derrick Bruff's interview with Jane Southworth about AI across the curriculum. Derrick Bruff's podcast, Intentional Teaching<\/a>, gives us bountiful opportunities to learn from the experiences of educators who are transforming educational experiences for students across a wide variety of disciplines and contexts. While the episode did focus on what is obvious from the title, AI Across the Curriculum, I drew a lot of inspiration well beyond just that topic of AI. There are many layers of what they talked about that go well beyond the broad topic of artificial intelligence. Other aspects of leading and teaching within a university context are shared well beyond the particular initiative they discuss.<\/p>\n

Jane talks about the difficulty of making such a massive change across a complex institution. She made a few jokes about the difficulties, although she said it was such lightheartedness that I felt such kindness toward her in what must have been such challenging endeavors. Consider what it takes to make something like this happen<\/a>, and all the committee work that it takes, all the different people that are need to be talked to, all the perspectives to consider. The intricacies, not just to make something work, but to make the fruit of that work visible to students such that they enroll in the program and pursue the educational aims beyond the requirements for their majors. Jane shares examples of them starting an AI certificate program<\/a> within their curriculum. The mammoth effort that it was to make that technically possible from an operations standpoint, such that someone could take the right classes and that they would go through all the curriculum committees and get that to work within their policies and procedures is one thing. But another layer I found quite fascinating was how do you then make that visible to students such that they're even aware that this certificate exists and that they find it of interest and worthwhile to pursue further learning.<\/p>\n

As Sam Cooke sang years ago, I also “don't know much about geography<\/a>.” There's no doubt in my mind that I have subscribed to some of the myths that Jane described about her discipline of geography. Jane described how in the United Kingdom, when she was in college, that it was the third or fourth most popular degree. Geography graduates found themselves receiving among the highest earnings as they left school, as well as being surprised when they discovered just how much more the field is than studying rocks, like they had initially believed.<\/p>\n