Abstract of poster (up to 500 words): This poster provides practical advice to history instructors in the use of pedagogical interventions in three areas of current concern for history instructors: the use of artificial intelligence, the submission of original student work, and increasing meaningful engagement in history courses. The poster will:
- Display examples of course assignments, instructions, and/or prompts prior to course revisions,
- Discuss the nature and quality of interventions to be used, and
- Display examples of course assignments, instructions, and/or prompts after course revisions.
The examples and interventions will be qualified in their demonstrated use as being targeted to beginning students in history (survey courses). A qualitative infographic to represent student diversity will be provided to inform poster viewers about the population across which interventions have been applied. This infographic will be multi-dimensional and describe student populations by age (traditional vs. non-traditional students), race, gender, and level of institution (research universities, regional comprehensive universities, state universities, and state colleges).
Quantitative and qualitative metrics from course data, student evaluations, and faculty evaluations will be displayed to help inform the efficacy of these interventions in pre and post revision history survey courses. The poster will argue that small revisions to discussion prompts, specific instructions for citations, and requirements for self-reflection in discussions and essays are effective interventions in history survey courses to reduce instances of academic dishonesty with AI use, to increase the quality of original student submissions, and to increase meaningful course engagement.
Short abstract of poster for the meeting app (up to 50 words): This poster provides effective and easy to implement instructional interventions that allow history instructors to reduce problems related to AI use in courses, to increase the quality of original submissions, and to increase meaningful course engagement. Interventions are target to survey courses, but may be adapted to upper level coursework.
Biographical paragraph or CV summary (up to 250 words): Erik Love is a Lecturer of History at the University of North Georgia. He is collaboratively employed with eCore, the University System of Georgia's online core-curriculum initiative and has, for the past two years, been employed as the SME for the development and revision of online American History survey courses for the USG. He, along with hundreds of other USG faculty across more than a dozen disciplines, deliver online eCore courses to thousands of students at 21 University System of Georgia institutions. His recent focus in course design and pedagogy involve addressing emergent AI technologies and increasing meaningful course engagement.