Student-Led Discussions: Empowering Student Voices

Joni Mitchell, Professional Development Specialist and New Faculty Orientation Coordinator at the LIGHT Center in the Office of Faculty Affairs.
Talk series: Monthly offering from the LIGHT Center, focusing on teaching effectiveness, active learning, learning for all, and knowledge sharing.

Builds Confidence: Develops public speaking skills and the ability to articulate ideas and respond thoughtfully.
Deepens Student Understanding: Students learn from each other, enhancing understanding for both the leader and classmates.
Develops Leadership in Different Forms: Facilitates conversations, manages perspectives, and guides productive dialogues.

Discover Their Interests: Use early semester surveys and conversations to identify student interests and create connections.
Showcase Expertise: Share professional experiences and networks to help students connect course content to real-world applications.
Reflect on the Relevance: Guide students in articulating how discussions and lessons connect to their goals and transferable skills.

Set Clear Expectations: Provide rubrics, tips, and outlines for discussions and leadership.
Share Examples: Illustrate effective facilitation techniques and models from specific industries.
Start Small: Begin with pair discussions or small groups, gradually increasing complexity.
Offer Scaffolding: Provide discussion templates for students who struggle with leading discussions.

Jigsaw Method: Break students into groups based on different sections of a case study or content. Then, mix them to teach each other.
Fishbowl: One group discusses/presents, while another observes and gives feedback, enhancing communication and leadership skills.
Think-Pair-Share: Students first reflect individually, then pair up to share reflections, and finally share with a larger group.
Student-Led Socratic Seminar: Utilizes Socratic questioning to facilitate in-depth discussions and critical thinking.

Being Intentionally Prepared: Plan thoughtfully to create space for student voices to emerge.
Connecting to Real Life: Link concepts to student experiences to boost engagement and relevance.
Creating Safety: Encourage participation by valuing student contributions, even if incorrect.
Asking Direct Questions: Engage directly with students.
Sharing Authentic Experiences: Use personal and professional stories to create relatable connections.

Global Faculty Cafe: May 16, from 06:30 to 8PM Pacific time with the participation of worldwide faculty to allow everyone to engage.
Flipped Classroom in Practice PLC: Four meetings during session five (dates and times provided.)
Research Pathways and Opportunities: May 23.
Reading Club: May 28.
SOAR Submissions: Open for students showing great leadership/research.

Faculty are creating specific lessons addressing AI, its benefits, and its faults.
Encourage students to use AI but add their specific insights and touches to the content.
Be aware of the potential for students to pull outdated or incorrect information from online sources.

There is a standardized university late policy: credit lost for each day up to three days late, then blocked.
After the last day of class, nothing can be submitted without program chair approval.
Plagiarism and improper AI use must be reported; report all incidents, even warnings.
Students can complete a VCS assignment in lieu of participation and attendance for up to two absences max; more require program chair approval.

Late Submissions: Documentation must be furnished.
Attendance: Students get two VCS assignments. Any more than the 2 requires documentation. VCS assignments or alternate assignments or absences related policies are in the faculty training drive at Acorn.
AI Detection: Look for vagueness. Use AI detection tools to check work.
Textbook Plagiarism: Turnitin identifies student paper matches for textbooks.
Athletes Absences: Athletes may have additional excused absences for away games, and it will be communicated to the faculty by the athletic department.

Updates, additions and revisions are being made to the faculty training drive to provide best practices

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