Salisbury University |  Instructional Design & Delivery Newsletter | March 4, 2025

Co-Curricular Opportunity for Students

Artificial Intelligence (AI) is a workforce skillset and SU has the opportunity to provide students with co-curricular professional development in ethical and practical uses of AI.  Interested? Review the descriptions of the Google AI Essentials and Google Prompting Essentials courses. In under 10 hours, each course will not only teach participants about AI — they’ll show participants how to actually use it in the real world.

ID&D has provided a Google AI Essentials and Prompting Essentials Training page in the Canvas Commons that you can import into your MyClasses course to advertise to students. Not sure how to import content from the Canvas Commons? We have a video tip for that!

This opportunity is through a prestigious NASH-Google Microcredentials Partnership through a University System of Maryland Initiative. Questions about this opportunity can be directed to Melissa Thomas at mdthomas@salisbury.edu 

Gen AI Survey Result: We're More Alike Than We Thought - Campus Attitudes on GenAI

Faculty, students, and staff at SU have more in common than you might expect when it comes to generative AI. A recent campus-wide survey revealed a higher-than-anticipated favorability toward AI and its potential role in academics, along with a shared recognition of the need for clear guidelines on its ethical use. While its adoption is still in its early stages, GenAI is rapidly gaining traction, underscoring the need for policies and training to ensure its responsible and effective application.

The Fall 2024 survey gathered insights from 422 participants, with 298 completing the full questionnaire. Respondents shared their awareness, comfort levels, and thoughts on the benefits and challenges of AI in teaching, learning, and campus operations. As AI continues to reshape education, understanding and shaping its role in our community will be crucial to ensuring its responsible and meaningful integration.

Want to learn more? Watch the video presentation from the AI FLC panel that conducted the survey and download the PowerPoint slides to explore detailed insights from faculty, students, and staff across campus at S4 Exploring SU Perspectives on Artificial Intelligence : SU Teaching and Learning Conference 2025

The conversation doesn’t stop here! Join the Artificial Intelligence Faculty Learning Community (FLC) as we continue to analyze the data and explore how GenAI can be effectively and ethically integrated into teaching and learning.

Reengaging Students After Midterms 

Midterms are here, and the work isn't over. After midterms, that mix of stress, relief, and maybe a little disappointment can really hit students hard, making it tough to stay motivated. Our students are no different and rely on faculty to help them navigate the mix of emotions after these exams, which can impact their engagement and continued success in their courses.

When entering into what can be an emotionally charged period, consider these suggestions:

• Acknowledge and address the post-midterm emotional landscape, supporting open communication and using constructive feedback to bridge this period.
• Revitalize the classroom experience by incorporating active learning strategies that engage students with course content and each other.
• Reignite motivation by emphasizing the relevance of your course to students’ future goals, helping them set clear and achievable goals for the second half of the semester.
• Focus on growth and resilience by framing midterms as a learning opportunity, and empowering students to overcome challenges and achieve their goals.

Read the Renewing Momentum: Post-Midterm Engagement Strategies article to learn more about how to apply these suggestions.

Mid-Semester Check-In With Students: Supporting Student Success and Improving Pedagogical Practices

While end-of-semester course evaluations can be a great source for student feedback about a course and instructor, it comes at a time that is too late for the current learners. Instead, consider adding a formative feedback strategy to ask students what is working (or not) so far in the course. Such formative feedback is important because it allows you to identify areas where students are struggling and to provide timely support, which in turn helps students succeed in meeting the course objectives. 

Mid-semester feedback is also important for strengthening your pedagogy because it can help you reflect on your teaching practices. By understanding how students are experiencing the course, you can identify areas where additional instructional materials may clarify a particular concept, or how more effective communication or engaging teaching practices can be added to your course to support student learning.

ID&D has provided a Formative Course Assessment survey template in the Canvas Commons that you can import into your MyClasses course. Not sure how to import content from the Canvas Commons? We have a video tip for that!

SU is an Equal Opportunity/AA/Title IX university and provides reasonable accommodation given sufficient notice to the University office or staff sponsoring the event or program. For more information regarding SU's policies and procedures, please visit www.salisbury.edu/equity.

​

View Online