I don't like grading blinded (I still do it!) b/c when I really like a student's answer I don't get to cheer whomever wrote it on in my head after I grade it.

Maybe obvious by now, but your students are using ChatGPT: In my courses:.🤖60+% have used an AI-based LLM for school tasks.➕Students perceive them to be positive for their learning.➖Some recognize negatives (over-reliance, inaccuracy, etc.).

It's a waste of students' time. It's unfair. It's wrong. And, if we continue to grow (which is a stated goal) without addressing the *obvious* issues that come with increased enrollment (parking, housing access/$, faculty/staff, etc.), we're doing these students a disservice.

Just yesterday (posting w/ permission): "It was extremely frustrating searching for parking for 30 minutes after a 30 minute drive, only to spend 30 more minutes driving home." It's unacceptable for students to be denied the education we've promised them.

.@UCSanDiego What's the real plan & solution for addressing the lack of student parking on campus? I've had multiple students not be able to come to class b/c they can't find parking after circling multiple parking lots.

RT @DeannaJGreene: Do you love #neuroscience, #teaching, and the #beach? We are hiring a tenure-track teaching professor in Cognitive Scien….

If teaching, data science, great students, and beautiful weather are your things, come be my colleague at UC San Diego! 🌊💻👩‍🏫.

Would love to hear things that others have found to be helpful in their courses!.

4. Reach out to strong* students at the end of the term to let them know their efforts did not go unnoticed (*strong is defined as asked great questions/worked hard to *understand* the material/helped others/ improved/submitted a great final/etc.) (~30m to draft & send messages).

3. Include a "Q&A" section on the following day's notes where I include Qs asked and my As to them from the previous lecture's participation survey. (~5-10 min before each day's lecture).

2. I include a participation survey where students respond to at least one prompt after each lecture: 1) main point(s) from lecture, 2) most confusing part of lecture, 3) questions/curiosities that remain post-lecture. (~2min to make survey; ~1min to update topics on form weekly).

1. I respond to each and every student's pre-course survey. Some students share more; they get a more personalized response. Some students share less (that's ok!); they still get a personalized response. (~4-6h typing out responses during first week).

A few things I now do to make my large enrollment (300-600 students) undergraduate courses feel just a tad smaller. but that I didn't think to do when I first started teaching them (w/ approx. time spent):.

Best to read the whole report. but I keep thinking about "code writers looked to artifacts left by other code writers. in trying to interpret what were acceptable ways to ask for help" underlying many of the issues around "Learning Debt" & driving the recs made in this report.

A student from my intro programming course emailed me to let me know that DojaCode (a Doja Cat + @GirlsWhoCode collab) exists. Loving everything about this!

RT @seankross: Today is launch day!🚀🚀 .I am super excited to introduce *Tidy Data Tutor* a web application for visualizing your #rstats #ti….

RT @gdequeiroz: 👋Come join our team! .🔍I’m hiring Data Scientists summer interns to work on an AI fairness R package.🖥️ Skills: Hands-on kn….

🧠 @UCSanDiego Department of Cognitive Science is hiring a tenure-track teaching professor in neuroscience! If you love neuroscience, teaching students about neuroscience, and sunshine, this is the position for you! .

Smaller class sizes would as well. But that's a whole different can of worms.🪱.

I hate saying no to students asking for letters, and I've had to turn away multiple students every day recently b/c I'm already writing so many. A better process would help avoid this. ✅.