Resources

This document, designed for faculty who are new to Colby, provides an overview of the Center for Teaching and Learning and its services.

Leaders at Colby have developed resources that reflect many of the considerations surrounding AI tools. For general principles, definitions, and guidance on working with generative AI, see this Working Paper. When designing or revising aspects of your teaching, a key resource for faculty is the Teach with AI site, which provides course design suggestions, sample policies, and strategies for integrating—or limiting—AI use in the classroom. You may also find it helpful to consult the Davis Institute for Artificial Intelligence.

To provide students with clarity about the use of AI, the Provost’s Office has shared the following guidance: 

Faculty members determine the use of artificial intelligence (AI) tools, both those provided by the College and third-party tools not licensed by the College, in their courses and communicate their expectations regarding the use of AI tools in course syllabi. Students should also talk with their faculty/instructors to understand course-specific expectations and policies regarding AI use and non-use. For both course and non-course-related work (e.g., personal learning, career preparation, creative projects, or extracurricular activities) student use of AI must adhere to Colby’s policies, including Acceptable Use Policy, and applicable laws. Whenever possible, Colby advises that students, as well as faculty and staff, use Colby-provided AI tools in place of third-party AI resources due to data security concerns.

Additional resources on the implications of AI for teaching and learning are available in our resources for course design. CTL staff are also always open to speaking with you about the implications of AI for your teaching.

The Center for Teaching and Learning regularly works with faculty to design their courses, especially in the context of our Course (re)Design Institutes. Below are a set of resources the CTL offers to improve pedagogical practice:

• • Alternative Grading Approaches, shared by faculty during Spring 2024
  • AI Considerations for Assessments
  • Assigning and Assessing Discussion Tasks
  • Assigning and Assessing Multimodal Projects
  • Assigning and Assessing Oral Exams
  • Assigning and Assessing Presentations
  • Assignment Transparency (TILT)
  • Community Agreements
  • Developing Course Policies for AI
  • Developing Reading Assessments
  • Designing Formative Assessments
  • Designing Rubrics
  • Effective Note Taking in Class (slides, handout A, handout B)
  • Effective Peer Response
  • • Details hereImmediate Feedback Assessment Technique (IF-AT)
    • Forms freely available from the CTL: [email protected]
  • Inclusion by Design
  • Pedagogical Frameworks
  • Pre-Course Surveys

The Center for Teaching and Learning has constructed a set of resources for assistance when engaging in peer review of colleagues’ teaching (such as when being reviewed for promotion or retention). Follow the links below to access these resources:

• General Recommendations for Peer Review of Teaching
• Why do we engage in peer review of teaching?
• Recommended Strategies and Approaches for Peer Review
• Peer Review Rubrics, Methods, and Worksheets
• Potential Biases in Peer Reviews of Teaching