like sorry but if ur actually seeing an increase in students using chatgpt 2 write essays 4 ur class why is ur first thought "oh they're being lazy" & not "have i structured this class in a way that makes this student feel the need to rely on chatgpt?" especially bc the majority of college students are overwhelmed taking multiple classes working part-time jobs caring for family dealing with health issues etc etc like there are soooo many reasons a student might decide to use chatgpt that are not just "laziness"!! consider:
the student didn't have time to complete the assignment without chatgpt -> have you created an environment where students can ask for extensions without judgment? do you only give out extensions for "emergencies" or "valid reasons" (<- subjective measure)? if so, why? what purpose do these strict deadlines serve? [think about how this overlaps with students who may have "had time" but were overwhelmed for other reasons; what kind of environment have you created for these students, and does it best serve their learning?]
the student didn't feel they had the ability to write an essay of good enough quality to receive a good grade without chatgpt -> how are you grading students' work? what grading scales have you utilized that made this person feel as though they're incapable of succeeding? do those grading scales prevent them from succeeding? if so, why? what educational resources did they or did they not have access to before entering your class? how might that change considerations about how you grade? [think about how this overlaps with students completing coursework that is not in their first language and whether your grading standards are truly equitable for these students]
the student didn't feel that they could understand the material and therefore couldn't complete the assignment -> again, have you created an environment where this student can come to you for help? how are you presenting and explaining material? what opportunities have you provided for students to seek out additional resources and support with understanding? is this assignment and its correlated grading scale designed to accommodate a variety of skill levels, or is it designed with "the best student" in mind?
the student actually just doesn't care about this class and doesn't want to do the work -> why don't they care about this class? what other classes or work are they prioritizing, and why? to what extent are you willing to accommodate students who simply will never view your class as a priority, but need to complete it to earn a degree--and how is that need tied structurally to a university that serves primarily as a class barrier? what role do you play in that university structure, and is it a role you want to play?
at the end of the day if your goal is 2 prioritize student learning that means being flexible & adapting your grading scales, assignment structures, class policies, etc. to accommodate students at their level of learning for their own purposes. like if the choice is between having a student get a zero on an assignment for "cheating" versus working with that student to create an alternative assignment which they can complete & which engages them with the course material on a level they can manage then to me it seems like a pretty clear choice between "no learning" and "some learning."
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Very interesting (concerning) that while there’s a general consensus of “of course there’s queer Muslims and Jews and Christians we love them!” But that love is conditional. You can be religious but not too religious. You can be spiritual as long as it’s not actually that important to you. You can be observant of your religion’s dogma and traditions as long as you keep it away from everybody else.
But I don’t want to cut myself into smaller pieces. I don’t want to take a part of my life and culture and being and hide it away behind closed doors. It’s just…hypocritical and disappointing when people, who clamor about their love for the contradictory and self-authentic, hate when they’re confronted with it.
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teehee just a lil sneak peak of magic prof. Donna. Yes ofc she does plants n plant magic etc.
MORE TO COMEEEEEE
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et si je vous disais qui je connais le Français aussi? ;)
si vous etes en train de vous questionner, ouais, j'aurais utiliser cette connaissance à fin de faire vous pleurer pour Dulciades. HEHEHEHEHEHEHEHEHE >:33
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sorry but yesterday my new creative writing prof read my first submission and he was literally so nice about it 😭 he went on a whole monologue at the end of my feedback portion of the workshop talking about how advanced and efficient and organic i was as a writer - he called me a natural then said that was a reductive term because he could tell how much work i'd put it into developing my craft. excuse me for a second whilst i scream into a towel amy adams style
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Just realized why the way so many academics and professionals (and people online but I mostly try to ignore them) talk about personality disorders leaves such a bad taste in my mouth even when they have good and insightful opinions on other disorders and I think so much of it is that. The focus of personality disorders when they’re being discussed is how it impacts the people around and much less on how it impacts the actual people with the disorder. When you go into a discussion of PTSD in an academic setting typically what gets discussed is the way it will manifest in the person who has it and maybe how to help a loved one with it will get mentioned or how they might respond to you doing certain things but in general the focus is on how it looks from their perspective. This is the case for most disorders (when the people leading these discussions are having them in good faith) but for some reason personality disorders are so consistently discussed as behavior-based. The things that impact others are talked about and the thought process behind the behaviors is rarely discussed and when it is, it typically villainizes the people with it (ESP for the “scary” ones like NPD or APD). We know that there is a strong correlation between abusive/neglectful childhoods and the development of a personality disorder and we know that personality in general is deeply influenced by the environment we were raised in (it is very hard to make a decision you don’t know is an option and have never seen modeled or especially that you have tried and was shown to be unsafe) and yet there is little to no discussion of the way that can influence a personality disorder.
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another lil progress shot of the first actual drawing of Magic Prof. Donna <3
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