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Christopher D. Brown @prof-brown.bsky.social · 17/06/2026

Woof. It’s been a hot second since I’ve posted on here. Between baby coming 6 weeks early last year (happy 1 year bday!), parental leave for the Fall term, and then trying to get back into the swing of a normal academic schedule, things have just been a bit wild.

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Anthony Michael Kreis @anthonymkreis.bsky.social · 24/07/2025

The fact that a private institution of higher education capitulated to the state by allowing it to oversee its curriculum and appointments is abhorrent. Academic freedom means the right to select students, appoint faculty, conduct independent research inquiries, and determine what should be taught.

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Dave Against The Machine🏴 @johnbrownbread.bsky.social · 02/03/2025

How is the top University in the Bluest state in the US reacting to Trump’s attacks on Academic Freedom in the form of the “Anti-DEI order? The answer is: NOT good. A thread 🧵 about how the University of Hawai’i at Mānoa is responding to these attacks.

Do not obey in advance:
Most of the power of authoritarianism is freely given. In times like these, individuals think ahead about what a more repressive government will want, and then offer themselves without being asked. A citizen who adapts in this way is teaching power what it can do.

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David Graeber Institute @davidgraeberinst.bsky.social · 28/02/2025

Perhaps there is another way we should think about the economy.

"I would propose that we just rip up the discipline of economics
as it exists and start over. This is my proposal in this regard:
I think that we should take the ideas of production and
consumption, throw them away, and substitute for them
the idea of care and freedom.

As feminists point out, even if you’re making a
bridge, you’re making a bridge because you care
that people can get across the river. You make a
car because you care that people can get around.
So even production is one subordinate type of
care. What we do, as human beings, is take
care of each other."
.
- David Graeber

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Christopher D. Brown @prof-brown.bsky.social · 25/02/2025

Love using it to automate monotonous or tedious tasks. But I want my students to recognize the difference between those tasks and exercises where learning occurs. Good thing though is that they’re smart. They pick up on this stuff fast

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Christopher D. Brown @prof-brown.bsky.social · 25/02/2025

The errors are what make me pause when someone replaces a search engine with an LLM. Like it’s super fancy autocomplete backed by a crapload of linear algebra. It gets a lot right but can mess up … and sometimes it’s HARD to know or find when it’s messed up.

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

Some how I missed ⚛️... Dang it! Read the whole thing Here's several more for good measure ⚛️⚛️⚛️

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

I'll wrap it up here on a prime number. I'm really interested in how we can constructively and purposefully use AI to enhance learning. If you'd like to chat more with me, feel free to DM me or reply here. Thanks for reading! Be kind to each other and do good in the world. [47/47]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

... us as educators, and as scientists, to adapt to the challenges and new tools available to us. We owe it to our students, our communities, and our future. Okay... getting a little preachy there. I'll get off my soapbox now. [46/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

If our job as profs is to teach students how to think critically and engage in the subject matter of our field, it is our responsibility to help them navigate through these new uncharted waters. We help form the future generation of thinkers and doers. It is incumbent upon... [45/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

Even if we tried to ban it from our courses, feed all assignments through AI detectors (which are worse than worthless), and fail everyone suspected of using it... we'd still lose. Beyond creating a HORRIFIC learning environment for our students, we'd be setting them up to fail. [44/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

4. Bury our heads in the sand and hope it all goes away As tempting as this one is, it's just not viable. Like I said at the top, AI has been let loose on the world without any input from you, or me, or anyone else that might think about plagiarism from time to time. [43/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

... is that they supply an appendix with the entire prompt/output conversation with the GPT. Transparency in scientific communication is a must. Our job, as I've tried to stress to students, is to tell the truth. Will this work? 🤷🏻‍♂️ But I'm glad I'm trying. [42/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

And, yes, I realize they can take the feedback they get here and plug it into a new window prompt of ChatGPT to get the rewritten paper... but again, remember that beginning convo? About reframing learning? About trust? If they choose to interact with the GPT, all I ask... [41/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

I've recently started to allow my students to use AI as a proofreader of their lab reports. I made a quick, little GPT that they can interact with: chatgpt.com/g/g-6734cdaf... It's not the best, nor is it fool-proof by any means. [40/x]🧪🎢

chatgpt.com

ChatGPT - Physics Lab Report Proofreader

A GPT to proofread and provide feedback on physics lab reports. (Does NOT rewrite)

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

... students generally look to their professors for examples in how to interact/behave in their field. If we set an example of honestly having a conversation about AI in our field, I think we'll set up the foundation for an ethical future use of AI. Hopefully... [39/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

At the end of the day, most folks who are going to engage in *ahem* ... AI usage... are going to do so regardless of what's written on the syllabus. So let's at least give them the tools to engage with it in a safe and ethical way. Regardless of any care-free attitudes... [38/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

We owe it to them to have hard conversations WITH them (as opposed to AT them) about AI and the ethics surrounding it in our fields. The best analogy I've heard compares our current situation to conversations about abstinence only sex-ed. 🫣 [37/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

... someday, whereas us profs sit in our ivory towers and wax poetic about our discomfort about AI in our classrooms. They might actually have to use it someday in their position. Not all of our students will re-enter academia to fill our offices... [36/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

... honest conversations about how AI can and should be used, especially in your course. AI ethics is in its infancy in most academic fields. Involve your students in this discussion. Not only is it important, but it's useful for them. They have to go beyond the classroom... [35/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

And yet, he might be on to something! (His and his wife's (Lilach Mollick) work in AI is fantastic. Get his book from your local library!) Embracing AI doesn't have to be an all or nothing endeavor. Having an open conversation about the use of AI in your course opens the door to... [34/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

Moving on... 3. Embracing AI Some folks (@emollick.bsky.social comes to mind) have completely accepted our new reality and instructed their students to utilize AI at every possible turn in their courses. This particular example might be the poster-child as opposed to the general case... [33/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

Ironically, of all of the 'resistant' examples, my favorite may be the most susceptible to AI misuse. But, remember that convo we just had about trust & community? ... I have to trust my students at a certain point. Here are the slides to the presentation: docs.google.com/presentation... [32/x]🧪🎢

docs.google.com

CAT Conference 2024

EMBRACING AI RESPONSIBLY: OPEN EDUCATIONAL PRACTICES FOR EQUITABLE, INCLUSIVE LEARNING Kristina M. De Voe (she/her) Courtney Eger (she/her) Temple University Libraries CAT Annual Faculty Conference on...

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

I've tried this in my junior level lab courses for the last three terms and I love it - seemingly, so do the students. It is A LOT more effort (both as a student and a prof) compared to more typical recipe-style labs, but the results are worth it. [31/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

They can elect to design new experiments, expand on previous ones, design demos for lecture courses, etc. Focuses on - experimental rigor - scientific communication - accuracy / precision - sources of uncertainty - teaching methods / pedagogies ... all in an authentic way! [30/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

In fact, I made their fantastic presentation into a zine for an on-campus conference! You can download it here: drive.google.com/file/d/17EKB... And of course, my favorite example: - Student-driven Experimental Studies Students select an open-ended topic/experiment & lead investigation [28/x]🧪🎢

drive.google.com

Zine.pdf

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

- Wikipedia Editing Sessions (something APS has done in the past! "Demonstrate[s] how 'truth' is negotiated by those who have access to the tools that shape it" ~ De Voe & Eger (2024)) - Publish a Zine (engage in editorial process/peer review, multimedia communication) [27/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

- Compile glossaries, bibliographies, & annotations (can challenge 'definitive' terms/sources, grows over time, demonstrates how knowledge is built/rebuilt by scholars) - Curate exhibits (produce public facing exhibits that contextualize class materials/themes, integrate community) [26/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

There are a lot of good examples of renewable assignments. Some fit physics (my subject) better than others. - Students create course materials (e.g. discussion questions, future exam problems, study guides, question sets, tutorials, games, infographics) [25/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

Here's an image adapted from Criteria Distinguishing Different Kinds of Assignments by David Wiley & John Hilton and is licensed under CC BY 4.0 It makes clear the differences between a lot of typical assignments (disposable) and the more resistant assignments we hope to make (renewable). [24/x]🧪🎢

A 4x4 table showing green check marks and red x marks. The first column title is "Student creates an artifact". Green check marks indicate that that is indicative of Disposable assignments, Authentic assignments, Constructionist assignments, and Renewable assignments. The second column title reads "Artifact has value beyond supporting creator's learning". There is a red x indicating that that is not a property of disposable assignments, but green check marks indicate that it is a hallmark of authentic, constructionist, and renewable assignments. The third column title reads "Artifact is made public". This is not an attribute of Disposable or authentic assignments, but is an attribute of constructionist and renewable assignments. The last column reads "Artifact is openly-licensed". This is only an attribute of renewable assignments.

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

De Voe & Eger went on to discuss how 'Renewable' assignments are inherently more AI resistant based on their form. Renewable assignments are generally defined as, - Student created - Have value beyond supporting the creator's learning - Publicly available - Openly-licensed [23/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

...the personal experiences of a trailblazer researcher. Nor can it give the experience of using EZLoan through the university library. Some of these may change in time, but by focusing on things that AI is poorly designed to do, assignments can be made resistant to AI. [22/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

AI resistant assignments prioritize: - Human interaction - Personal experience - Local knowledge - Community building - Process-based learning Focusing on these aspects/outcomes of an assignment can render the use of AI moot. AI doesn't know... [21/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

The presentation was by Kristina M. De Voe & Courtney Eger from Temple University Libraries. AI resistant assignments aren't AI-proof by any means, but they focus on some key aspects that AI cannot provide, or at least can't provide well (...yet). [20/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

2. AI Resistant Assignments This is *actually* what this thread was supposed to be about, but it kinda got away from me. 😓 A fantastic presentation at Temple U's CAT Conference last year brought this to the forefront of my attention. I'm going to post a link to the slides at the end. [19/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

There's also the issue that some courses are just NOT designed to be flipped. They just don't work well. I'm skipping the 'why' here; they just don't. So flipping a class, if viable, can allow a prof to control the level of AI used when tackling assignments. Huge control, but huge cost. [18/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

Cons: obvi, there's a huge amount of work on the prof's side to restructure such a course. From recording video lectures, revamping course materials, redesigning assignments... it's A LOT. Also, the amount of buy-in necessary from students is significant & out of the control of the prof [17/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

... student thought processes and misconceptions immediately instead of staring mystified at scribbled homework sheets a week and a half after the topic was covered. The prof can also control the level of AI use in the classroom (ideally), something that's impossible for take-home work. [16/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

And then 'lecture' is now worked examples... what would have been assigned for homework. That's the basic idea of a flipped classroom. There are a lot of pros: students get access to the prof as they get stuck, assignments can be tailored for individual or group work. Profs get to see... [15/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

Changing the format of a course is often met with some resistance - anecdotally, this seems to decrease if clear support and structure are presented immediately. So if homework's dead, let's get rid of homework! 'Homework' is now students watching/reading/going through lecture. [14/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

1. Flipped Classrooms These are great when you have large amounts of buy-in from students and the infrastructure to accommodate the format. Generally, getting both of those is hard. Students are quite used to traditional lecture formats of classes (as COVID-era teaching showed all to well) [13/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

So a reminder of our four (or more!) paths: 1. Flipped classrooms 2. AI resistant assignments 3. Embracing AI 4. Bury our heads in the sand and hope it all goes away I want to hit each one and chat about their strengths and weaknesses. [12/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

Yes :D If we have honest, open lines of communication with our students about the learning process and what that looks like in our class, we can start having honest, open conversations about the use (or no use) of AI in our classes as well. Trust is important. Community is important. [11/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

... time and literal money by bypassing the uncomfortable struggling stage in the learning process. Making that clear and transparent (and making sure our assignments reflect this mindset!) leads to a more authentic participation in course material. Wait... wasn't this thread about AI??? [10/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

We need to explicitly reframe learning in our classes as an active exercise of curiosity & growth, over simply getting the 'right answer'. I think this frank conversation has the capability to disarm some of the temptation to 'cheat' with AI. We're acknowledging that they're wasting their... [9/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

... by looking up the correct answer, or by asking AI to give it to you, misses the point of the assignment completely. (And yes, there are ways for profs to make assignments more growth-centered, mastery focused, etc. ...that's part of what I'm leading up to...) [8/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

I actually care that you can find what the torque is on the bar. Subtle distinction, but I find that students sometimes miss that point (some professors do too... another point for another time). Simply bypassing the effort and time and work required to LEARN how to do the problem... [7/x]🧪🎢

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Christopher D. Brown @prof-brown.bsky.social · 24/02/2025

... to see 'the correct answer' when assigning homework. I mean... yes, we do want you to get there, but the *journey* to the right answer is the point of the assignment. That's when learning occurs (among other times as well). *I* don't actually care what the total torque is on this bar. [6/x]🧪🎢

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