This week I'm sharing a presentation by Professor Erika Martinez about using artificial intelligence (AI) in the economic classroom, which has practical applications for history classes as well.   Recently I blogged about my need to come to terms with concerns about AI (see “Facing My Fears about AI”). Previously my worries about academic dishonesty have guided nearly all of my decision-making about AI. Professor Martinez’s presentation at Macmillan's TechEd has helped me to open my thinking to some new angles of consideration.   Tell me what you think!  AI for Educators_ Practical AI Applications (macmillanlearning.com) ... View more

It’s time to confront my fear of student use of artificial intelligence (AI). I realized this reality the first week of June while attending Macmillan’s 2024 TechEd where I heard from fellow Peer Advocates about their experiences bringing AI into the college classroom.   I have been admittedly reluctant to allow any student use of AI for the obvious reason: cheating. At the same time, I’ve avoided a zero-tolerance policy by reasoning that if students are going to use AI I want them to know how to properly cite it. My approach to AI has been to create assignments that require so many variants that AI use is exceedingly complicated and therefore, I reason, less attractive to students. As a result I’ve had only one case (that I’m sure of) in the last year where a student used AI instead of submitting their own original work.    Listening to my Peer Advocate colleagues at TechEd, however, made me question whether my approach has been short-sighted. If, for example, I am trying to help my students to be work-force ready, am I doing them a disservice by not allowing them some use of AI so that in an academic environment we can grapple with questions about appropriate and ethical uses? The history classroom, after all, is one of the best academic spaces in which to talk about sources. Do I need to start looking at AI as simply one more media source for consideration?    Part of my struggle with the use of AI in student writing has been my concern that a large percentage of my students do not have a strong grasp on basic grammar and writing skills. This reality is painfully obvious to me at the start of each semester when I ask students to introduce themselves in our class discussion board. Asking the students to write about themselves not only provides me information such as preferred pronouns, majors, and career goals, but also a sample of their skill level in regards to writing. I’ve had several students come across as articulate in class only to present significant academic deficits in their writing assignments. These no-stakes introductions alert me to students who require extra support for their writing assignments during the semester.    So what comes next? I have two plans for the summer to help move me from a place of fear and loathing of AI to one in which I better understand the role that the new technology may have in higher education.   First, along with more than 100 faculty at my college I will be participating in a summer read of Teaching with AI: A Practical Guide to a New Era of Human Learning (Johns Hopkins University Press, 2024). My college’s Center for Teaching Excellence supplied copies of the book at no charge to faculty interested in engaging in discussion of AI-related education during the 2024-25 academic year and I’m excited to hear my colleagues’ perspectives on the ideas presented by the authors when we return to campus in the fall.   Second, I plan to develop one low stakes AI-based assignment for my upper-level history students who undertake research projects during the semester. What that project will look like remains to be seen. Suggestions welcome! Drop a comment below or email me at: suzannekmccormack@gmail.com ... View more

In March I had the good fortune to participate in this year’s American Association of Colleges & Universities Conference (AACU) on Diversity, Equity, and Student Success in Philadelphia, PA. Preparing for my roundtable discussion on “Diversifying the US History Survey” prodded me to think about what I’m currently doing in my courses, and encouraged some dialogue with students about what is/not working from their perspectives.   Often we as teachers are not the best judges of what our students require to be successful because we subconsciously lean on our own educational experiences when we develop expectations of our students’ needs. Thinking about diversity and inclusion in the college history classroom, therefore, requires us to reflect on our biases and open ourselves up to learning about topics that we might not have studied in graduate school to encourage our own growth, and our students'. In the United States history survey courses, inclusion demands that we expand the narrative beyond electoral wins and losses and look more deeply into how decision-making by leaders (local, state, and national) has impacted the diverse communities that together create our nation. Diversity, equity, and inclusion (DEI) in history education necessitates consideration not just of race and gender, but also economics and social class, particularly the way in which those in political power often utilize their advantages to the detriment of others.    After hearing from colleagues in states with anti-DEI legislation either passed or pending it struck me that at the heart of the movement is fear of the unknown – of people and ideologies that are different from those who for so long have had political and economic control. Historically there is nothing new about this kind of resistance. While I feel fortunate to teach in a so-called “blue state,” the angry sentiments of DEI resistance exist in every community, though their voices and the power they wield are stronger in some than others. As I listened to presentations at the AACU conference it was reaffirmed for me that what my students need most is a broad knowledge of our national past so they can better understand the current debates about DEI and place those debates within historical context. In other words, a student who knows nothing about the movement for civil rights in the United States will fail to understand the detrimental impact of anti-DEI legislation.    Yesterday students in my US History since 1877 class watched a segment of the classic documentary “Eyes on the Prize” as part of a larger discussion of school desegregation efforts in the 1950s/1960s. The community college where I teach has approximately 11% students who identify as black and/or African American, and is a federally- designated Hispanic Serving Institution (HSI). Many of my students did not realize that segregated schools were a part of our national history. Having these conversations about the history of civil rights reminds us all that the playing field has never been equal and that there is considerable danger in political movements that seek to silence the very efforts that have moved us towards a more integrated society (with much work still left to do).   I would love to hear from Macmillan Community members about the challenges they are facing in their communities related to DEI. What kinds of resources are you as educators relying on to help students understand the centrality of diversity to our national history? And, what kinds of resources would be helpful as we navigate these challenging educational waters?    Please share by commenting here or emailing me at suzannekmccormack@gmail.com ... View more

Tagging on to my Macmillan Community colleague’s post “Recommendations for Black History Month” I’d like to share two web sites that I find particularly pertinent for educators in all disciplines as we continue to watch state legislatures and local school boards mercilessly target history education. No matter our politics, as educators we have a responsibility to our students to encourage critical thinking about both current events and historical topics. Here are two additional links for those who are seeking ideas, discussion, and resources. Both of these sites go beyond the scope of Black History Month to maintain up to date information year round:   Teaching History with Integrity – part of the American Historical Association’s multi-faceted efforts to counter-balance efforts against teaching all aspects of our national history. The site includes videos featuring historians describing the challenges educators are currently facing and why we as a society need to be honest with students even when the narrative is uncomfortable.   The Zinn Education Project provides lesson plans on topics not commonly found in textbooks, including this month’s focus on environmental racism. If you’re looking for resources to supplement discussions on race, gender, climate justice, imperialism and many other areas, this website is regularly updated and full of ideas for expanding conversation in your classrooms.   Other suggestions, please share!  ... View more

Last summer I instituted open-notebook exams in my introductory-level history courses. Previously I had relied on traditional practices: a mix of essays and objective questions for which students had to be well-versed in a half-semester’s worth of material. I was, however, increasingly concerned about the low grades that students, especially those in their first-year, were earning on exams that required memorization. The fact that many of our current first-year students had at least some period of remote learning during COVID, during which it's possible they were not required to prepare for closed book/notes exams further encouraged me to try some alternative practices aimed at improving student outcomes.   My goal was to focus my students’ attention on note taking with the idea that this skill is one that can and is used in virtually every professional career. As I was writing this blog, for example, I unscientifically polled friends – a banker, a sales professional, and two personal trainers – all of whom confirmed that they take notes every day while they work. Sometimes on paper, but more often using cell phones or even napkins. As professionals they have learned that there are key stats/terms/ideas that they need to be able to reference at a later time and they acknowledge that their memory is often flawed. Notes trigger memory and, in the case of my students, I hope that their notes connect them to the discussions we had in class days/weeks after, which would enable more success on exams. [FYI: For more on the topic of linking professional skills to open-note exams, see Carol E. Holstead’s piece “In Praise of Open-Note Exams” in The Chronicle of Higher Education (5 September 2023)]   I’m now in my second full semester of open notebook exams with my US History I and II students. Each week I distribute a handout to guide student note-taking: key terms, images/maps from lecture, and sometimes definitions or references to place in the textbook that I think are particularly helpful. I also invite a professional from our college Tutoring Center to meet with the class during the first two weeks to offer support for note-taking skills/guidance.    Admittedly I have not yet done any statistical analysis of students’ test results, though I have witnessed first hand the reduction in stress level as we get closer to exams. I have also discovered that the open-notebook exams policy created an avenue for me to regularly address the importance of taking notes in class. This past week, for example, during a particularly complicated discussion about politics in the Progressive Era I noticed several students not taking notes. I took a few moments at the end of class to discuss with the class what specific information they felt was important from my lecture and what they had written down. I pointed out some details that I hoped they had recorded, and suggested that they share their notes with a classmate after our meeting to ensure that they were not missing any key information. Several students stayed after class to ask me questions and to clarify their notes.    This change from memory-based to notes-based exams has been small but so far meaningful. The greatest challenge for me, however, has been determining what kinds of questions work best for open-note exams. Doing some basic internet searches on open-notes exams has shown me that, like everything else in the field of education, there is no consensus on what works best with students. I would love to hear from colleagues in the Macmillan Community about what kinds of questions have worked best in open-notes exams.    Please share! ... View more

Recently a Catholic school in Massachusetts found itself immersed in controversy over their decision to serve a fried chicken lunch as part of Black History Month. The public attention and discourse surrounding the incident reminded me how far we still need to move as a society in terms of understanding our national history and integrating non-white perspectives. While I’m certain that as a society we will never be in complete agreement over what constitutes the “truth” about American history, I do believe that as teachers and historians we must guide our students towards a more comprehensive view of our nation’s diverse past.   For me, the “fried chicken” controversy speaks to the general problem of “Black History Month” – a mere month to turn the public’s short attention span to the history of a people that is far more complex and important than can be covered by snippets over the course of twenty-eight days. Those of us who teach black history recognize that it is filled with both triumphs and tragedies – too many to squeeze into a singular four-week period. I worry, for example, that years from now students will remember the fried chicken controversy but will have gained no lasting, concrete knowledge or understanding of the lives of black Americans.   Here, however, are two web-based resources that I have recently recommended to students and teachers to help integrate black history into every day, not just the days in February:    Joel Christian Gill is an illustrator and historian whose Instagram posts showcase his efforts to bring black history to a wider audience through comic books and graphic novels. Students love his illustrations and are inspired to research the subjects about which he publishes. Gill’s posts also include his sometimes funny, often painful, observations as a professor of color, which can offer prompts for honest conversations about race in the classroom.   The Zinn Education Project is valuable to teachers but useful to students of history as well. Of particular interest currently is the site’s publication of the National Report on the Teaching of Reconstruction (January 2022), which includes a state-by-state analysis of what K-12 students are learning about the topic. For those teaching US history at the college level the report provides valuable information about what public school students are taught prior to high school graduation based on state guidelines and standards. The information is both enlightening and alarming. While I’m often surprised at my students’ lack of knowledge of Reconstruction, I was shocked to learn that in my state public schools are not required to teach any Reconstruction history. This new insight will certainly inform my planning for future curriculum.   What black history-focused resources that should not be relegated to February have you encountered recently? Please share!    This article was originally published on 2.10.22  ... View more

With so much focus this past year on COVID-19 I asked some of the young people in my life (high school and college-age students) to tell me which news stories from 2021 they wished they knew more about. While we have been necessarily hyper-focused on the pandemic as we live through it day-to-day, what do today's students think future generations will need to know about the year 2021 to fully understand its history?   Topping their list of lessons for students of the future is the removal of US troops from Afghanistan and the rebirth of the Taliban. Many young people have never known a time when the US military was not active in the Middle East. For those born after the year 2000, the “War on Terror” is to them what the Cold War was to children of the 1970s like me. While it’s likely that it will likely take decades before historians fully understand what went wrong with US policy in Afghanistan, I’m hopeful that future generations of students will have access to government and military documents that provide a more complete picture of our nation’s policies overseas.   The students I spoke with also emphasized the importance of future generations studying the environmental crises of 2021, both natural and man-made. From wildfires, hurricanes and tornadoes to oil spills and air pollution, today’s young people see climate change as a fundamentally important topic of study for their lifetimes. Perhaps more than any generation before, students in 2021 have been charged with generating tangible changes that will benefit the environment. Issues relating to sustainability are becoming part of the business school curriculums and today’s students see the socially active young people of today as critical to the future of our environment’s survival.    Finally, I was heartened to hear today’s students emphasize the changes in public discussion about mental health that have taken place around the pandemic and spread into nearly all aspects of American life as critical to understanding the year 2021. One student cited the Summer Olympics as a flashpoint in the way that we as a society talk about stress. US gymnast Simone Biles’s decision to withdraw from competition led to other athletes and nationally known figures publicly acknowledging the mental toll that anxiety, depression, and stress have taken on their lives. The measurable surge in demand for counseling services for people of all ages during the pandemic will add to the importance of future generations looking to 2021 as a time of significant challenges (and hopefully progress) in the field of mental health.    Without question, COVID-19 with all of its variants has remained the most talked-about news story of the year. As a nation we’ve debated vaccinations (Moderna v. Pfizer v. J&J) and boosters (which to choose and when). We’ve seen major economic challenges as a result of the virus – job losses and creation, career changes inspired by the pandemic, unemployment, and work-from-home have all been part of public discussion. It could be argued that not one single aspect of American life has been untouched by the pandemic. As the year comes to an end, many of us find ourselves again facing COVID-based restrictions and shutdowns and wondering when this chaos will finally dissipate – hopeful that in 2022 the pandemic will move from being a current event to a topic for the history books.    Happy New Year!   ... View more