Welcome to the Intentional Teaching newsletter! I'm Derek Bruff, educator and author. The name of this newsletter is a reminder that we should be intentional in how we teach, but also in how we develop as teachers over time. I hope this newsletter will be a valuable part of your professional development as an educator.
Avoiding AI
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After switching newsletter providers last month, I'm back to using Kit for this week's newsletter. Kit recently increased the price for their paid plan, which is why I switched to a free WordPress newsletter tool last month. I had tried to downgrade my Kit account to their free option, but I didn't get help from their customer service department until last week. When they finally replied, they were very helpful, so I'm back on Kit to see if their free plan will work for me. None of that may matter to you! But I thought I would explain the changing format of this newsletter. I'll keep this week's newsletter short because (a) I'm not 100% convinced Kit will work and (b) I'm busy writing and editing The Norton Guide to AI-Aware Teaching with my co-authors Annette Vee and Marc Watkins. I am really enjoying the writing process with Annette and Marc and our Norton editors, but it's definitely taking a bit out of newsletter prep time. We're aiming for a 2026 publication of The Norton Guide to AI-Aware Teaching, hopefully this summer. You can sign up for updates on the Norton website. Avoiding AIIn the book we have a lot of advice for instructors who decide to engage with generative AI in their teaching and a lot of advice for those who want to resist AI in their teaching. The latter approach was the topic of a virtual lunch-and-learn I led back in November for the University of Virginia Center for Teaching Excellence. The session was titled "Avoiding AI: Strategies for Keeping AI (Mostly) Out of Your Course," and it featured two fantastic faculty panelists, James Wyckoff (education) and Ethan King (English). They shared their experiences directing students away from unhelpful AI use in their courses, and I added a few thoughts of my own on the subject. On the UVA CTE website, you can find my recap of the November session. The recap discusses both why and how you might help your students avoid AI, and it features my current taxonomy of AI resistance strategies:
See the recap for details and some very concrete examples from our two panelists. Educational Advice for Academic LeadersAbout a year ago, I appeared on the Ed Up Provost podcast hosted by Gregor Thuswaldner to share some educational technology advice for academic leaders. Topics included strategic planning around edtech adoption to managing innovation and organizational change to investing in faculty and staff, and I think my advice holds up well. Since I didn't want to feature a guest on the Intentional Teaching podcast over winter break, last week I shared my EdUp Provost interview on my podcast feed. Whether your job title includes the word provost or not, I hope you find the conversation useful. You can listen to it here, or search for "Intentional Teaching" in your podcast app. By the way, if you listen via Apple Podcasts, would you do me a favor and follow the show there? I've learned that follows help the podcast show up higher in search results, so a follow actually does help spread the word about the podcast. Putting Academic Freedom on the SyllabusThanks to a post from John Warner, I learned that the AAUP's Center for the Defense of Academic Freedom has developed some very useful resources for talking with students about the importance of academic freedom and what it means for discussion and dialogue in a college course. Here's an excerpt of the sample syllabus statement the Center developed: Higher education is predicated on the exchange, vetting, and deliberation of often controversial and unsettled ideas. In this particular class, for example, we explore how ...[philosophers address questions of justice, sociologists engage questions of race, etc.]. We are not here to simply express personal opinions or repeat talking points, but rather to engage a set of ideas and research findings that have a long and complicated history and are therefore subject to ongoing debate. Committed students and scholars can, and do, disagree on the topics we will be discussing. For the full statement, along with several other thoughtful resources, see "Your Syllabus and Academic Freedom" by center director Isaac Kamola and John Warner. Thanks for reading!If you found this newsletter useful, please forward it to a colleague who might like it! That's one of the best ways you can support the work I'm doing here at Intentional Teaching. Or consider subscribing to the Intentional Teaching podcast. For just $3 US per month, you can help defray production costs for the podcast |
Intentional Teaching with Derek Bruff
Welcome to the Intentional Teaching newsletter! I'm Derek Bruff, educator and author. The name of this newsletter is a reminder that we should be intentional in how we teach, but also in how we develop as teachers over time. I hope this newsletter will be a valuable part of your professional development as an educator.
AI-Aware Teaching in Political Science The ebook version of my new book, The Norton Guide to AI-Aware Teaching, co-authored with Annette Vee and Marc Watkins, is out! To celebrate its release I’ve interviewed a few of the faculty whose AI-aware teaching we highlight in the book, and I’m excited to share another one of those conversations on the Intentional Teaching podcast this week. Eric Loepp teaches political science at UW Whitewater, where he helps students understand the complexities and...
What AI Journals Reveal about Student Learning To celebrate the release of The Norton Guide to AI-Aware Teaching, I've interviewed a few of the faculty whose AI-aware teaching practices we highlight in the book, and I'm excited to share those interviews on the Intentional Teaching podcast this summer. First up is Susan Ray, associate professor of English at Delaware County Community College (that's near Philadelphia, not in Delaware). Susan teaches a mix of on-site and online composition...
A Coherent Program-Level Response to AI Two weeks ago in the newsletter, I shared some data from this summer's Inside Higher Ed student survey on the ways students find generative AI helpful in their learning. Today, I want to point to more data from that survey, this time about institutional responses to AI. When asked how well their colleges and universities are responding to AI and helping students navigate what AI means for their futures, just 37% of students said that their institutions...