Transparency – Center for Teaching and Learning /ctl Wed, 25 Mar 2026 20:26:05 +0000 en-US hourly 1 /ctl/wp-content/uploads/sites/88/2024/01/cropped-android-chrome-512x512-1-32x32.png Transparency – Center for Teaching and Learning /ctl 32 32 Inclusive Pedagogy Toolkit /ctl/inclusive-pedagogy-toolkit/ Wed, 17 Dec 2025 21:34:14 +0000 /ctl/?p=5208 The Inclusive Pedagogy (IP) Toolkit from Georgetown’s Center for New Designs in Learning & Scholarship (CNDLS) offers faculty a concise, practical collection of strategies for creating learning environments where all students can participate and succeed. It outlines core principles of inclusive teaching—such as transparency, flexibility, and fostering belonging—and turns them into easy-to-apply practices for course design, classroom interactions, and assessment.

]]> The Inclusive Pedagogy (IP) Toolkit from Georgetown’s Center for New Designs in Learning & Scholarship (CNDLS) offers faculty a concise, practical collection of strategies for creating learning environments where all students can participate and succeed. It outlines core principles of inclusive teaching—such as transparency, flexibility, and fostering belonging—and turns them into easy-to-apply practices for course design, classroom interactions, and assessment. For example, the Toolkit provides guidance on developing inclusive syllabi by clarifying expectations, using welcoming language, and highlighting available student support resources. It also includes suggestions for revising course materials to ensure diverse representation and accessibility, helping faculty audit readings, examples, and media for breadth and balance.

Beyond course design, the IP Toolkit helps faculty support day-to-day classroom practice with concrete tools that promote equity and engagement. For instance, it offers strategies for facilitating discussions in ways that encourage participation from quieter students and prevent dominant voices from taking over. It also recommends flexible assignment structures that allow students to demonstrate learning in multiple ways—an approach that supports a wider range of learning preferences and abilities. Together, these resources make the Toolkit a useful, actionable reference for faculty seeking to improve student inclusion, engagement, and learning outcomes.

Check it out here: 

]]> A safe and transparent AI platform for learning? Sign me up! /ctl/a-safe-and-transparent-ai-platform-for-learning-sign-me-up/ Thu, 06 Nov 2025 17:24:27 +0000 /ctl/?p=4064  

]]>  is a secure, collaborative platform that helps faculty and students use AI safely and responsibly. It provides access to multiple AI models in one space—allowing students to compare responses, evaluate accuracy, and reflect on ethical use. Designed for education, BoodleBox prioritizes data privacy, transparency, and low-power AI operations, ensuring environmentally conscious use and protection of student information. Faculty can create shared workspaces, AI-integrated assignments, and reflective activities that make the AI process visible and teach critical evaluation skills. In short, BoodleBox supports responsible, sustainable AI engagement for both teaching and learning.

Read about how faculty are using Boodlebox: .

Find more resources here: 

Watch a short demo showing how to create a course, an assignment, and view student chat conversations below.

]]> Provide Guidelines for Student AI Use /ctl/provide-guidelines-for-student-ai-use/ Thu, 06 Nov 2025 17:17:48 +0000 /ctl/?p=4045  

]]> We know that many of our students are going to use generative AI in their classes, but how many of them know how to use it effectively or ethically? Consider providing this guidance explicitly to them so they know what is acceptable and why. You can also model transparency for how you use AI in your course design and development. Here is a page I will be including in my next YourPace course that explains both of these things: . ~Kim Sebold & Gemini

Do you have thoughts about when and how to use and not use AI? Last week, we shared a tip about using AI to help with providing student feedback. Do you think you should evaluate the student work first and then ask for additional input from AI, or should you use the AI first to give you ideas and then follow up with your judgment? Share your ideas with us by email: umpi-ctl@maine.edu.

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