Collection

2023 IL-IN Section Conference

Authors

Julie Mendez

considerchanging the way the material is delivered or providing additional opportunities for students topractice.The 2018 and 2019 courses were taught by the same instructor using a flipped classroomapproach with active learning techniques including Peer Instruction [34] and group problem-solving. In addition to the removal of the lab component, another difference in the course in 2019was the introduction of concept maps to organize course topics. Students were encouraged tocreate concept maps as a study tool and viewed portions of an instructor-created concept map atcertain points during the course. While students found the concept maps useful for some courseactivities, there was not a significant difference in quiz scores compared to the previous

Collection

2023 IL-IN Section Conference

Authors

La'Tonia Stiner-Jones

participatingbecause of the professional development they received2. Specifically, students believed theywere better able to prepare and give research presentations, write an abstract and design postersand that their knowledge of applications of BMMB work had increased2. Providing students withthe requisite skills to be successful after they enroll in a graduate program is essential. Accordingto the Council of Graduate Schools (CGS) PhD Completion Project from 2008, only 57% of PhDstudents actually complete their degree within ten years3. Unfortunately, students fromunderrepresented minority backgrounds complete PhD programs at an even lower rate. The 2008CGS PhD Completion and Attrition study reported 36% of African American/Black and 40% ofHispanic/Latino

Collection

2023 IL-IN Section Conference

Authors

Sinan Onal

, as they may become overly reliant on the assistance provided by ChatGPT.Instructors should be mindful of this risk and take steps to promote independent thinking and creativityamong students, such as encouraging them to come up with their own solutions to problems and to thinkcritically about the responses generated by ChatGPT. There are several potential risks that instructors may face when using ChatGPT in educationalsettings. One risk is the possibility that students may use ChatGPT in an unethical manner. This alignswith the findings of [24]. For example, a student might use ChatGPT to generate answers to questions thatthey are not able to solve on their own, or to write papers or complete assignments without doing thenecessary