While AI has the potential to streamline assessment development in higher education, there are concerns about its reliability, fairness, and potential to perpetuate bias. This study sought to understand the perceptions of academics and teaching and learning (T&L) specialists on the use of AI tools and large language models on assessment…

ChatGPT and generative AI (GenAI) are disrupting students' traditional writing process. Although this development may seem novel, new technologies and writing practices have always affected the classroom, as research in composition shows. Turning to this existing scholarship, I show how composition studies provide a useful framework for thinking…

This study explores the use of generative AI, specifically Google's Bard and OpenAI's ChatGPT, to enhance qualitative research within higher education assessment, focusing on institutional assessment practitioners. Using a dataset focused on diversity, equity, and inclusion (DEI) from annual faculty assessment reports, we tested traditional…

This chapter investigates the integration of generative AI (GenAI), specifically ChatGPT, into institutional and course-level assessment at Western New England University. It explores the potential of GenAI to streamline the assessment process, making it more efficient, equitable, and objective. Through the development of a proprietary GenAI tool,…

Extensive evidence indicates that self-regulated learning is associated with crucial academic outcomes and the significant ways digital technologies enhance pedagogical approaches in diverse learning environments in postsecondary education. Despite this evidence, self-regulated learning and digital technologies have not been fully integrated to…

This article examines the transformative impact of generative artificial intelligence (GenAI) in enhancing feedback quality in a Bachelor of Science course. It the challenges of providing personalized, timely feedback to students in larger educational settings, focusing on the use of GenAI to analyze and respond to student logbooks. These logbooks…

This chapter proposes a new approach to evaluating course quality by prioritizing the learner's feedback experience. The authors argue that courses may still be ineffective despite having the core components and suggest incorporating technology to enhance the feedback experience.

This introductory article provides a comprehensive overview of student engagement by reviewing student engagement conceptions and aspects influencing student engagement. The article concludes by highlighting considerations for student engagement and technology-facilitated education.

This chapter provides research-based recommendations for effective practice in three environments that redefine how much time students spend in the classroom and how instructors use that time, often through integration of technology.

This chapter describes a pedagogy-first summer faculty development program designed to support faculty who want to add digital components to a course or academic program.

This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors…

Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective…

This chapter introduces a University of Iowa effort to enhance and support active learning pedagogies in technology-enhanced (TILE) classrooms and three elements that proved essential to the campus-wide adoption of those pedagogies. It then describes the impact of those professional development efforts on the curricula and cultures of three…

Over a decade ago, Lenning and Ebbers (1999) envisioned that information and computer technology (ICT) could be used to create virtual learning communities (VLCs) as a "future" form of learning communities. Indeed, almost all academic departments--including psychology--depend heavily on the use of ICT to create and sustain connections among…

Three interconnected aspects of higher education and information literacy are essential. The first is global educational goals and the place of information literacy within those goals. The second is new research on higher education effectiveness and the role of information literacy for successful learning. The third is the role technology plays in…