The way I was taucht teaching is that you want constructive alignment between learning goals and exams and with essays, unless you are in writing class I don‘t see how you could possible do a good job at that.
The way I was taucht teaching is that you want constructive alignment between learning goals and exams and with essays, unless you are in writing class I don‘t see how you could possible do a good job at that.
What is your experience teaching at the undergraduate level?
I have not taught in the UK or US. I‘ve given some lectures, graded and did training in DE in a STEM setting, and maybe I‘m missing something but the reliance on assays in the UK system just does not align with how I was taught to teach.
Right, and that is 100% my cue to step away from the phone ...
Okay, not to play the expertise card here, but perhaps as someone who does convene undergraduate science courses, I may have thought more about higher ed pedagogy.
Writing is a foundational skill for any degree. You don't get university level writing skills without practicing writing. Essays are writing practice. One of the overarching learning objectives of a biosciences degree is to be able to write at the college level. It is hard. It takes practice.
I've reviewed enough shit grants and manuscripts, and sat through enough painful talks, to know that my post-post-grad peers aren't all picking these skills up by osmosis, either.
I think our students *should* have specific writing classes (as I did in US liberal arts college education). Because literacy and numeracy (including computer literacy) are foundational skills for every degree course, and for higher ed in general.
Yes, I just fundamentally disagree with that. They are studying bioscience, not language/writing.
These are, I repeat, *foundational skills* which are necessary for the doing of biosciences or any brain-work job they will ever have. College education isn't just about gathering subject material, it's about learning how to *think critically* and communicate on a high level.
Every student I with whom I talked about essays in UK higher education has told me they are mostly nonsense. And I don‘t get why lectureres would put themselves through the misery of grading them. It just seems like a loss-loss for everyone.
My comp sci counterparts don't enjoy sifting through their students' dreadful buggy code. I'm sure piano teachers aren't giddy at the prospect of listening to scales. I doubt even Ted Lasso thrills at the thousandth hour of dribbling drills. I don't love marking. I do it to help students improve.
Would you recommend that no one needs to learn any coding skills bc ChatGPT can just vibe code for them?
Full disclosure, I have used ChatGPT to help me write ImageJ macros and whatnot.
We use AI for coding on a daily basis and have been for a while. It does not and won‘t replace coding skills completely but massively lowers the entry barrier and, in my experience, really helps people build coding skills. Moreover, everyone knows how much stuff it gets wrong.
I totally agree, as assistive tech AI lowers the barrier for entry. (I'm not a coder!) But you know how much it gets wrong because you already know how to do it. A newbie might not know. They still need some training and practice.
The thing with code is that you have really fast feedback loops, so I‘m substantially less worried about using AI for code than for text. Also coding still involved debugging and testing, which AI can only help with.
I tru to explain to my students why they are tasked with writing lab reports and essays. It's funny, this may not have ever been articulated. For educators it's obvious, but we need to be explicit. I explained to my 1st years that a lab report was practice for writing a paper and it was like 🤯