Exploring ideas for decolonizing the curriculum using generative AI tools
In this post, I share some examples created by generative AI for decolonizing the curriculum. I also contextualize the examples by providing commentary from colleagues from the University of Glasgow Decolonising the Curriculum Community of Practice.
“The master’s tools will never dismantle the master’s house.”
In this post, I share some examples created by generative AI for decolonizing the curriculum. I also contextualize the examples by providing commentary from colleagues from the University of Glasgow Decolonising the Curriculum Community of Practice.
Decolonizing education is part of many university strategies, including the university where I work. So, it seemed natural to think of how generative AI tools might help university students and staff think of ideas for decolonizing the curriculum. However, we must remember that the underlying logic of generative AI represents tools created by those in nations that hold power over others. Generative AI tools are often created in former imperial nations that seek out and obtain cheaper labor in other parts of the world to train and ‘develop’ the tools further. Generative AI also imparts a significant environmental impact, which must be considered.
AI and ethical considerations: coloniality of…
There are several caveats to using AI and generative AI generally, which I briefly outline in Karen Hao’s article from July 2020:
ghost work
this is invisible labor provided by underpaid workers who are often in former US and UK colonies (among others)
beta testing
sometimes beta testing is used on more vulnerable groups; yes, this is unethical, but it does still happen
AI governance
think about who creates governance for AI; high-wealth nations and the Global North largely drive this at the expense of Global South nations
international social development
if we consider ‘AI for…’ initiatives, we have to consider who drives these and who the targets or recipients are
algorithmic discrimination and oppression
if we consider who creates algorithms, then we can begin to understand why some algorithms can portray racist, gendered, xenophobic imagery
Further reading
To understand the ethical issues of generative AI by using a decolonial lens, have a read of these:
Hao, K. (2020). The problems AI has today go back centuries. MIT Technology Review. https://www.technologyreview.com/2020/07/31/1005824/decolonial-ai-for-everyone/
Hosseini, D. (2023). Generative AI: a problematic illustration of the intersections of racialized gender, race, ethnicity. https://www.dustinhosseini.com/blog/2023/08/08/generative-ai-a-problematic-illustration-of-the-intersections-of-racialized-gender-race-ethnicity
Mohamed, S., Png, M. T., & Isaac, W. (2020). Decolonial AI: Decolonial theory as sociotechnical foresight in artificial intelligence. Philosophy & Technology, 33, 659-684. https://link.springer.com/article/10.1007/s13347-020-00405-8
Zembylas, M. (2023). A decolonial approach to AI in higher education teaching and learning: Strategies for undoing the ethics of digital neocolonialism. Learning, Media and Technology, 48(1), 25-37. https://www.tandfonline.com/doi/full/10.1080/17439884.2021.2010094?casa_token=qQjMpifVSaAAAAAA%3AZlWVF-kVnHnzHnF7B9zTow4mZUftx7rwKvnWYNkjAeHYu8BX2hxYXAMtE-F0HNO5WCctYblypLVU
Generative AI’s suggestions for decolonizing
For the following outputs, as shown in the GIF images below, I used the initial prompt:
I'm a lecturer and there is talk of decolonising the curriculum. I teach mathematics and statistics. What can I do to start decolonising my curriculum?
As we can see in the GIFs below, each generative AI tool appears to give some considered suggestions for how a lecturer in this particular area might go about decolonizing the curriculum they teach. Ideas such as incorporating more diverse views, Indigenous knowledges and contextualizing what is being learned are all general suggestions that I might expect to find in such a curriculum that is undertaking decolonizing.
However, I wanted to see more detail and so I followed up with another prompt.
The follow-up prompt was designed to see what else generative AI might suggest. Interestingly, with insight from colleagues, plenty could be done and suggested to create a curriculum that undertakes decolonization within a specific context.
In this case, the lists seemed familiar and similar in some respects and then a bit different in other respects in ways that I couldn’t immediately pick up on. The suggested names stem from ancient to modern times, albeit with a jump between ancient and modern times! Some familiar names are there, but are there perhaps some that could be included?
Here is the prompt I used:
What are some prominent but overlooked non-Western scholars of mathematics and statistics?
Reflections from colleagues
I consulted some colleagues, given the topic, the example is from an area I’m not familiar with. Specifically, I consulted colleagues in the UofG Decolonising the Curriculum Community of Practice who kindly provided their thoughts.
Soryia Siddique, whose background is in chemistry/pharmaceuticals/politics, provided the following:
My initial observation is that we ensure women of colour are represented in the materials. Perhaps a specific search around this.
BAME and Muslim women are underrepresented in many professions, including senior roles in Scotland, and are likely to experience systemic bias. Taking into consideration that Muslim women can experience racisim, sexism, and Islamaphobia. It is questionable whether media/society represents Muslim and BAME women's current and historical achievements.
They are also "missing” from Scotland’s media landscape.
In utilising AI, are we relying on data that is embedded in algorithmic bias and potentially perpetuating further inequality?
Soryia also suggested the following reading: The Movement to Decolonize AI: Centering Dignity Over Dependency from Standford University’s Human-Centered Artificial Intelligence. It’s an interview with Sabelo Mhlambi who describes the role of AI in colonization and how activists can counter this.
Samuel Skipsey, whose background is in physics and astronomy, also shared his thoughts:
The "list of important non-Westerners" is fairly comparable between the two - Bard is more biased towards historical examples and is pretty India-centric (with no Chinese or Japanese examples, notably), ChatGPT does a lot better at covering a wider baseline of "top hits" across the world (although given that "Nine Chapters on the Mathematical Art" doesn't have known authors - the tradition of the time it was written means that it probably had many contributions whose authorship is lost to history - I would quibble about it being a "scholar"). I note that this is still a Northern-Hemisphere centric list from both - although that's somewhat expected due to the problems citing material from pre-colonial Latin America, say. Still, it would have been nice to see some citation of contributions from Egypt, say.
In general, both lists are subsets of the list I would have produced by doing some Wikipedia diving.
The "advice on decolonising" is very high-level and tick-boxy from both. It feels like they're sourced from a web search (and, indeed, on an experimental search on DDG [DuckDuckGo] for "how can I decolonise my course" the first few hits all have a set of bullet points similar to those produced by the LLMs, which is unsurprising). To be fair to the LLMs, this is also basically what a lot of "how do I start decolonising" materials look like when produced by humans, so...
As Soryia notes, because the answers are quite generic there's a bunch of specific considerations that they don't touch on (they're not very intersectional - Hypatia turns up on both lists of non-Western scholars, doing a lot of heavy lifting as the only female name on either!)
Experimenting with generative AI: (re)designing courses and rubrics
In this post, I share some ideas for (re)creating courses and assessment rubrics as well as getting ideas for creative assessments using generative AI.
Experimenting for creating a course
I tried out Google Bard and chatGPT 3.5 to design courses and rubrics. In each case, being specific about what I wanted to see created was key. What this means is that when you are creating your prompt or query, you should be specific in terms of:
Context: e.g. state who you are or who you imagine yourself to be when creating the prompt
Audience: who is the audience of what you want to create? Students? Staff? Administrators? Management? The Public?
Purpose: in brief terms, what do you want to achieve?
Scope: similar to context, however, I see this as more focused, so ‘create a university level course on sociology’ is fine, but narrowing it down to ‘Year 1, Year 2’ etc. will focus the prompt and subsequently generate examples more tightly.
Length: it’s always helpful to state the length of the proposed course or output. For example, are you asking for a draft of a 12-week course? A two-page maximum syllabus? A three-paragraph summary?
For this example, I used the following prompt…
I am a lecturer who teaches university-level chemistry. I wish to create a new course on inorganic chemistry for Year 2 university students. The course should be 12 weeks long and have 4 assignments. What might this look like?
Below are two GIFs showing chatGPT and Google Bard respectively.
NB: You may wish to select the images to see a larger version.
Brief reflections
I used a similar prompt for both generative AI tools. I decided to add an element of creativity when so I slightly changed the prompt when using Google Bard to get it to suggest creative assessments. I then went back to chatGPT to ask it do also suggest ideas for creative assessments within the context of this course.
They seem to produce similar results regarding this particular prompt. Both suggest an outline of a suggested course on inorganic chemistry; while Google Bard integrates the creative assessments into some of the topics, chatGPT predictably creates a list of suggested creative assessments as I had asked it after the initial prompt.
Interestingly, Google Bard also expands a bit at the end of the outline with further examples of non-written, creative assessments. chatGPT, on the other hand, does give some examples of ways of supporting learning and teaching after creating an example course outline. The creative assessments it lists are similar to those of Google Bard, although they are different, such as the quiz show example among others.
For transparency, I do not teach chemistry nor have I taught it. I have, however, supported those learning chemistry with their academic writing abilities, including writing lab reports and researching the topic. On the surface, the course looks coherent. However, I will leave that to those who teach chemistry!
What you can do
To replicate what I’ve done, copy and paste the prompt into your generative AI tool of choice.
Please note: you’ll likely get a slightly different response. I did not test each response again. That said, Google Bard automatically offers additional draft examples.
Creating assessment rubrics
Educators are often handed marking rubrics with little chance to develop or create their own. What this means is that when it comes to creating an assessment rubric, some educators may not have practical experience beyond what they have observed. In this case, generative AI can provide ideas and food for thought. This can be especially helpful for getting ideas for creative assessments that are still valid and rigorous while offering a suitable alternative to traditional assessments.
I ask generative AI tools to create assessment rubrics in the examples below. Remember: you need to give generative AI a context (e.g. you’re a lecturer teaching X), a specific request (e.g. you want to create an assessment rubric) and ensure the request has specific parameters (e.g. you provide your specific criteria for this rubric) .
I am a lecturer. I wish to create a marking rubric for an essay-based assessment. The rubric should include the following criteria: criticality, academic rigor, references to research, style and formatting.
NB: You may wish to select the images to see a larger version.
Reflections
In both cases, I state my (imagined) role and the type of assessment I usually employ and ask the tools to suggest ideas with specific criteria included. In both cases, each generative AI tool creates a sample rubric based upon what I have asked it.
Both tools create a table I would expect an assessment rubric to look like. Each table includes the criteria and sample grade bands with descriptor text that cross-references to the criteria. What both generally do well with is providing some sample descriptor text. However, you will need to tweak, modify and/or change the criteria to your specific, local context.
Creating rubrics specific to your institution
If your institution has a general, overarching rubric often used, you can get generative AI to suggest sample rubrics. This may, however, be difficult given how complex your institution’s rubric may be.
In the examples below, I ask chatGPT 3.5 and Google Bard respectively to create an example rubric based on Glasgow University’s 22-point marking system. This did, however, prove difficult!
Can you change the marking scale to a 22 point scale used at the University of Glasgow?
Reflections
The prompt above initially confused both generative AI tools. This could be because a 22-point scale differs from many scales out there. This could also be because I hadn’t provided specific context of the different bands. In this case, my suggestion is to suggest that chatGPT or Google Bard create a rubric based on your marking criteria. You can then tailor the created sample rubric to your local needs.
As you can see, both tools got some areas right and others wrong.
What chatGPT did well:
it created a scale based on the criteria I provided
it included the marking bands, cross-referenced against the criteria
it included some basic descriptor text
What chatGPT can do better at:
the descriptor texts were wildly off compared with the example marking schemes
it struggled to capture the nuances between the marking bands
What Google Bard did well:
the descriptor text for each band more closely matches what I would expect to see
the marking bands are divided out nicely
the criteria are cross-referenced against marking bands
What Google Bard can do better at:
it’s hard to say what it can do better at right now given how it created a marking rubric based upon my query!
that said, the descriptor texts for each band would likely need some tweaking to match local styles
Getting ideas for creative assessments
As I noted earlier, you can use generative AI to get ideas for (more) creative assessments that aren’t traditional, written-based assignments. Traditional, written-only assignments are great for some things. However, there are other, more inclusive and creative ideas for assessments that you can use in your teaching, no matter the subject.
For this particular example, I draw upon my own area of expertise and subject area which lies at the intersections of education and sociology.
I teach a social sciences subject in university. Traditionally, we use written assessments such as essays and exams as assessments. What are some creative alternative assessments?
Reflections
In brief, similar to the first example on chemistry, both generative AI tools create a good range of creative and event collaborative assessments that you can use within your own context.
You may already use some of these, such as mind maps and portfolios. That said, there are a lot of good ideas that have been suggested that might be worth trying out. I would recommend co-creating these with students, especially if an idea appears new or innovative or out of your personal comfort zone as an educator. You may be surprised at how quickly your students take to becoming partners in learning and teaching.
Using generative AI for everyday writing
As part of my role, I’m experimenting with generative AI as part of my role within the Learning Innovation Support Unit at the University of Glasgow.
In the short post, I look at using generative AI for everyday writing tasks from the perspective of anyone working in tertiary education. So, whether you work in a college in the US or UK sense or a university as an administrator, educator or research staff, this post applies to you.
Overview
I look at examples from Google Bard and chatGPT 3.5. Specifically, I look at using generative AI for:
turning draft notes into prose
writing a welcome message to new students, and tweaking messages
writing a message in a specific literary style
writing for specific audiences
drafting and redrafting
By using these examples, I try to show what two different generative AI tools can do. I also briefly discuss their limitations.
This post will help anyone in education other environments understand how to use generative AI for everyday writing tasks.
Turning meeting notes into prose
Sometimes you might need to write up notes taken into a meeting into a prose, something that is coherent and to be read by others. Generative AI can help with this. Here are two examples that I used using the following prompt:
I have some draft notes from a meeting. Can you turn this into prose?
Reflections: defining vs storytelling?
As you’ll see from the drop-down boxes below, my original notes are transformed in different ways by Google Bard and chatGPT 3.5, respectively. My original notes were a set of bullet-pointed items, as I was taking these in the moment while in a meeting with two other colleagues. I wanted to jot down basic information quicky. These notes might come in handy later, for example when I need to put together a report.
Interestingly, Google Bard keeps the bullet points and expanded them with some prose by perhaps defining each area or student population. The focus here seems to be on defining what the student groups are. The response is short. However, Google Bard also did create two other drafts. You can see a screenshot of a second draft below.
chatGPT, however, creates paragraphs that seem to create a story or argument. The emphasis is less on defining who the student groups are and more on storytelling what they might bring to the course in question.
This contrast is important to consider because writing for your audience matters. Understanding who your audience is will make a difference in the kind of response you want or need to create.
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course audience
non-traditional students
people with lived experiences
returners to study
mature students
academic areas
social/public policy students
local government practices and policy
urban studies students?
social work
experienced people
new people
social justice
public health
social welfare
decolonization / decolonizing education and systemstion
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The course audience encompasses a diverse range of individuals, making it a dynamic and inclusive learning environment. Primarily, it caters to non-traditional students, particularly those with unique lived experiences that contribute to the richness of classroom discussions. This group often includes individuals returning to the academic sphere after an absence, mature students seeking new knowledge and skills, and those pursuing studies in various academic disciplines.
Among the academic areas represented within the course are social and public policy students, with a focus on local government practices and policy. Here, students delve into the intricate workings of governance at the local level, exploring policies that impact communities directly.
Another segment of the audience consists of urban studies students, who examine the complexities of urban environments, including their design, development, and social implications.
Social work students, both seasoned professionals and newcomers to the field, engage in discussions related to their practice. This diverse group brings real-world experiences and fresh perspectives to the table.
Furthermore, the course appeals to students interested in social justice, public health, social welfare, and the critical concept of decolonization. It offers a platform for dialogue on creating equitable systems, dismantling colonial legacies, and promoting social change.
In essence, this course fosters an inclusive and collaborative learning environment, bringing together individuals from various backgrounds and academic interests to explore critical issues that shape our society.
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The course audience is likely to be a diverse group of students, including:
Non-traditional students: This could include people who have not followed a traditional educational path, such as those who have delayed their education or who have returned to school after a break.
Returners to study: Students who are returning to school after a period of absence, such as those who are raising a family or who have been working full-time.
Mature students: Students who are over the traditional age of entry for higher education.
Academic areas:
Social/public policy students: Students who are interested in studying social and public policy, such as local government practices and policy.
Urban studies students: Students who are interested in studying urban areas and the challenges and opportunities they face.
Social work students: Students who are interested in a career in social work, helping people in need and advocating for social justice.
Social justice students: Students who are passionate about social justice and want to learn more about how to make the world a more equitable place.
Public health students: Students who are interested in studying public health and promoting the health and well-being of populations.
Social welfare students: Students who are interested in studying social welfare and the policies and programs that support people in need.
Decolonization students: Students who are interested in studying decolonization and decolonizing education and systems.
The course is likely to be of interest to students from a variety of backgrounds and with a range of experiences. It is particularly relevant to students who are interested in making a difference in the world and who are committed to social justice.
chatGPT & Google Bard in action
Below are two gif animations of the prompts I used and the responses from Google Bard and chatGPT, respectively. As you can see, chatGPT creates one response. You can then write follow-up prompts to hone the response(s) that you want. Google Bard will provide 3 drafts (at least) and you can choose from these and/or write follow-up prompts for further drafts.
NB: Clicking on an image will enlarge it.
Drafting a welcome message to new students
Generative AI can also be helpful in creating templates that you can modify to your needs. One example is creating a welcome message to new students and/or staff. You may already have one. However, it’s always good to refresh these as time goes on.
For these, examples, you can see the results yourself from Google Bard and chatGPT 3.5, respectively or see the images below.
Here’s the prompt I used in both genAI tools:
I'm a program administrator. I'd like to draft a short welcome message to new students. The tone should be professional and friendly. The message should be no more than 2 paragraphs long.
Google Bard’s response
Interestingly, it ends with tips on writing. The response appears a little more personal than the one created by chatGPT.
chatGPT 3.5’s response
This reads somewhat similar to the response by Google Bard but it’s a lot shorter and to the point.
Testing the creativity of generative AI: using literary styles for welcome messages
I decided to test how Google Bard and chatGPT 3.5 might respond if I asked them to re-write the welcome messages to students in the style of Audre Lorde and Robert Burns. I used Google Bard for Audre Lorde, and chatGPT 3.5 for Robert Burns.
You can judge the results for yourself!
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Welcome, new students.
This is a space for you to learn and grow, to challenge yourself and to be challenged.
It is a space for you to find your voice and to use it.
To stand up for what you believe in, even when it is difficult.
To be your full, authentic self.
We are here to support you on your journey.
But we cannot do it for you.
You must do the work.
You must be brave enough to ask the hard questions.
You must be willing to be uncomfortable.
You must be open to new ideas and new perspectives.
And you must be willing to share your own.
This is your time.
Make the most of it.
In solidarity,
[Your name]
Program Administrator
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Dear Newcomers, ye're welcome here,
As Administrator, I give ye cheer.
Ye've chosen well to join our fold,
In learning's path, ye'll soon be bold.
Through study's journey, find your way,
With staff to guide, by night and day.
Questions and concerns, don't ye hide,
We're here to help, walk by your side.
But ne'er forget, in this abode,
The heart of learning, by community sowed.
Connect with peers, as the seasons turn,
Together we'll thrive, together we'll learn.
For in our bonds, our strength is found,
As we explore knowledge all around.
Welcome to our program's embrace,
A transformative journey, yer destiny's grace.
Warm regards,
[Your Name]
Program Administrator
Drafting & redrafting tips for new students
Greeting new students, no matter their age or level, can be an opportunity to spark many things: interests, hope, enthusiasm, change, development and many others.
Let’s see what generative AI creates for the following prompt:
I teach first year undergraduate students. Create a list of 10 good tips for students new to a university. Keep the tone supportive and friendly.
As we can see below, the responses are quite similar. Depending on where you teach and work, you’ll want to modify some of the language. We can see that the language below is heavily geared towards locations where academics or lecturers are called ‘professors’ (looking at you, USA!).
Interestingly, Google Bard’s response puts emphasis on trying things out and embracing learning from failure, whereas chatGPT seems to avoid mentioning this at all while instead encouraging people to remain positive. Neoliberal much?
chatGPT 3.5’s response
Stay Organized: Keep a planner or use digital tools to stay on top of assignments, deadlines, and class schedules. Being organized will reduce stress and help you manage your time effectively.
Ask Questions: Don't hesitate to ask your professors, advisors, or fellow students for help or clarification. Everyone is here to support your learning journey, and questions are a vital part of the process.
Engage in Class: Active participation in class discussions and activities can enhance your learning experience and build valuable connections with your peers and professors.
Explore Resources: Universities offer a wealth of resources, from libraries to tutoring centers to counseling services. Take advantage of these resources to excel academically and personally.
Balance Your Life: University life is about more than just studying. Make time for hobbies, socializing, and self-care. Finding a healthy balance is essential for your well-being.
Make Connections: Building relationships with classmates can lead to lasting friendships and valuable study groups. Attend club meetings, events, and orientation sessions to meet new people.
Stay Curious: University is an opportunity to explore new ideas and perspectives. Embrace the chance to broaden your horizons and approach subjects with an open mind.
Seek Feedback: Don't be afraid to request feedback on your assignments or exams. Understanding where you can improve is a crucial part of your growth as a student.
Stay Positive: University can be challenging, but remember that setbacks are part of the learning process. Stay positive, persevere through challenges, and celebrate your successes, no matter how small.
Plan for the Future: While enjoying your first year, start thinking about your long-term goals and career aspirations. University is not only about education but also about preparing for your future.
Welcome to the university journey! We're excited to have you here, and we're confident that you'll thrive with these tips in mind. Remember, you're not alone in this adventure, and there's a whole community here to support you.
Google Bard’s response
Get organized. This means creating a study schedule, finding a good place to study, and keeping track of your assignments and deadlines. There are many resources available to help you get organized, such as your university's academic advising center or student success center.
Don't be afraid to ask for help. If you're struggling in a class, talk to your professor or teaching assistant. They can provide you with extra help and support. You can also join a study group or talk to a tutor.
Get involved in extracurricular activities. This is a great way to meet new people, learn new skills, and have fun. There are many different clubs and organizations to choose from, so you're sure to find something that interests you.
Take care of yourself. This means getting enough sleep, eating healthy foods, and exercising regularly. It also means taking breaks from studying and socializing with friends. Taking care of yourself will help you stay focused and motivated.
Don't be afraid to make mistakes. Everyone makes mistakes, especially when they're first starting out. The important thing is to learn from your mistakes and move on.
Celebrate your successes. No matter how small they may seem, it's important to celebrate your successes. This will help you stay motivated and keep moving forward.
Find a mentor. A mentor is someone who can provide you with guidance and support. They can be a professor, a teaching assistant, an older student, or someone in your field of study.
Use your university's resources. Your university has many resources available to help you succeed, such as the library, the writing center, and the career counseling center. Take advantage of these resources!
Don't be afraid to try new things. University is a time to explore your interests and try new things. Take classes outside of your major, try out for a sports team, or join a club that you're interested in.
Have fun! University is a time to learn and grow, but it's also a time to have fun. Make memories with your friends, go to sporting events and concerts, and explore your new city.
Additional tips:
Be proactive in your learning. Don't wait until the night before an exam to start studying. Start early and give yourself plenty of time to prepare.
Don't be afraid to speak up in class. Ask questions and participate in discussions. The more involved you are, the more you will learn.
Take advantage of your professors' office hours. If you're struggling in a class, don't be afraid to go to your professor's office hours for help. They are there to help you succeed.
Don't be afraid to fail. Everyone fails at some point in their lives. The important thing is to learn from your failures and keep moving forward.
I hope these tips are helpful! Welcome to university!
Diving deeper into making connections
I think making and sustaining connections in education is very important for success. It helps to have people to bounce ideas off, to get alternative perspectives and takes on the same or similar readings. So, I wanted to see what chatGPT 3.5 would respond to expanding on point 6 ‘Make connections’. I asked ‘Can you expand upon point 6'?’ and here is what it responded with:
Certainly! Point 6, "Make Connections," is not just about meeting people but also about creating a network that can enhance your university experience and future opportunities. Here's an expanded version of this tip:
6. Make Connections: Build Your University Network
One of the most enriching aspects of university life is the chance to connect with a diverse group of people. These connections can shape your academic experience, personal growth, and even your future career. Here's how to make the most of this opportunity:
a. Attend Campus Events: Universities often host a wide range of events, from club meetings to guest lectures and cultural festivals. Attend these gatherings to meet fellow students who share your interests and passions. It's a great way to find like-minded friends and explore your hobbies.
b. Join Clubs and Organizations: Most universities have numerous clubs and student organizations that cater to a variety of interests. Whether you're into sports, arts, social activism, or academic pursuits, there's likely a group for you. Joining clubs not only helps you make friends but also provides opportunities for leadership and personal development.
c. Participate in Orientation: Many universities organize orientation programs for new students. These events are designed to help you get to know your campus, fellow students, and university resources. Take advantage of them to start building connections from day one.
d. Study Groups: Collaborative learning can be incredibly effective. Forming or joining study groups can help you better understand complex subjects, share knowledge, and develop lasting friendships with your peers.
e. Network with Professors: Your professors are valuable resources for both academic and career advice. Attend office hours to discuss your coursework, seek guidance on research projects, and build professional relationships that can provide references or mentorship.
f. Connect Virtually: In the digital age, online platforms and social media are powerful tools for staying connected with classmates, professors, and alumni. LinkedIn, for instance, is a great platform for building your professional network.
g. Be Inclusive: University is a place of diversity, and it's an opportunity to interact with people from various backgrounds and cultures. Embrace inclusivity, be open to different perspectives, and learn from the richness of this diversity.
Remember, the connections you make in university can extend far beyond your time on campus. These relationships can lead to lifelong friendships, career opportunities, and a broader understanding of the world. So, take the initiative, be open to new experiences, and enjoy the journey of building your university network.
Reflections: pushing generative AI
When I asked chatGPT 3.5 to give examples of apps where students could connect virtually, the responses were overwhelmingly biased towards Anglo-American/Eurocentric apps such as
Zoom
Microsoft Teams
Slack
Discord
TikTok
Snapchat
I had to specifically ask about common social media apps that non-English speakers might use, and chatGPT finally spilled the beans by suggesting:
WeChat - an all-in-one messaging app widely used in China
Line - a messaging app with a strong presence in Asia. It offers stickers, games, and a variety of features in addition to messaging.
VK (VKontakte) - a Russian-language social media platform similar to Facebook. It offers features for connecting with friends, sharing media, and joining communities. It’s popular in Russian speaking areas.
I wanted to push it a bit as I know that tools like Google Bard and chatGPT will reproduce cultural biases and norms through the suggestions that they create. Omissions are almost always there, so further questioning can help to get more clarity out of generative AI tools.