91ÊÓƵ

Evaluating Intelligent Tutoring Systems for Teaching Japanese Mahjong

Marshall An

Additional authors: He, Mufei, Human-Computer Interaction Institute; Yao, Wei, Human-Computer Interaction Institute; Stamper, John, Human-Computer Interaction Institute.

We examine the effectiveness of Intelligent Tutoring Systems (ITS) in the 91ÊÓƵ student-taught course "Introduction to Japanese Mahjong" (StuCo 98179). Developing expertise in Japanese Mahjong is challenging, as each move requires the integration and application of various Knowledge Components (KCs). Specifically, the same observable action may result from different combinations of diverse KCs, depending on the context. The ITS we developed breaks down complex cognitive processes into manageable subgoals and detailed steps, providing students with hints and immediate feedback to facilitate learning. Our in-vivo experiment conducted in Spring 2024 utilized pre- and post-tests to evaluate the system's impact. The results indicated a statistically significant improvement in median scores post-intervention. This pilot study demonstrates ITS's potential to enhance learning in domains that demand extensive cognitive integration and application of multiple KCs.

Aesthetic and technical control in AI-generated Animation

Scott Andrew

This project explores the use of AI animation technology in the classroom. During the spring semester, students in an AI generative animation class used tools like Deforum Stable Diffusion and Runway to create both narrative and experimental animations. Their first task was to recreate a past animation made without AI using these new tools. We compared their original and AI-generated animations to assess their technical and aesthetic control. Initially, students had high self-efficacy in non-AI animation but low confidence in AI-based animation. The research indicates that with practice, students' confidence in AI-generated animations matched their non-AI animation confidence. A rubric evaluated their control over aesthetics, technical knowledge, execution, resourcefulness, and project fulfillment. While assessments were somewhat subjective, it was clear that students employed diverse approaches: some created distinct projects conceptually similar to the originals, others enhanced their past work through style transfer, and some aimed for near-identical recreations to test feasibility.

Integrating Ethics through a Transformative Business Education Framework

Rima Bhattacharyay

As seen through the rise of the ESG (environmental social governance) movement and various calls for a more socially conscious capitalism, society and the business community are reckoning with the consequences of marginalizing ethics from the commercial domain. A key actor in responding to the systemic breakdown of business ethics are our universities as they serve as incubators for business professionals. In this capacity, higher level academic institutions are responsible for more than just the transmission of discipline-specific knowledge. They are also responsible for the moral formation of community-minded and socially responsible business leaders. This paper posits a transformative reimagination of how universities and colleges can better serve society and their institutional stakeholders. We explore the unique social opportunity afforded to colleges in re-envisioning the importance of ethics throughout their curricula. Finally, as an example, a case study implemented in the author’s Entrepreneurship business course and the findings from it are explored.

GPTutor: Great Personalized Tutor with AI for Personalized Learning Content Generation

Eason Chen

Additional authors: Lin, Jionghao, Koedinger, Kenneth, Tang, Xinyi, Xiao, Zimo

GPTutor is a pioneering web application designed to revolutionize personalized learning by leveraging Generative AI at scale. It adapts educational content and practice exercises to individual students' interests and career goals, enhancing engagement and understanding of critical academic concepts. GPTutor uses a serverless architecture to deliver scalable learning experiences and integrates advanced Chain-of-Thoughts prompting methods. This personalized educational journey addresses unique student interests and prepares them for future professional success. This demo paper showcases the design, functionality, and potential of GPTutor to foster a more engaging and effective educational environment.

Do students need instruction in using LLMs for writing tasks?

Emily B. DeJeu

Additional author: Walter, Beth, Tepper

Many educators accept that they need to bring LLMs like ChatGPT into the classroom and not ban them. What is less clear is how much instruction, if any, students need in using these tools effectively and ethically. This presentation reports the results of a study that used a pre- and post-course survey as well as a focus group to gather students’ impressions on the extent to which targeted instruction in using LLMs for professional writing proved useful. Results show no meaningful difference in the responses of students who received targeted instruction versus those who did not – students indicated increased familiarity and comfort level with using LLMs for writing tasks regardless of instruction. This pilot study suggests that instructors might be able to integrate LLMs into curricula without giving over too much instructional time to their usage.

Encouraging Review of Foundational Concepts through Student Generated Visual Diagrams

Lynley Doonan

Additional author: Willard, Amanda, Biological Sciences

​​Frontiers, Analysis, and Discovery in Biological Sciences is a first-year, research based laboratory course. Students often have difficulty connecting the individual experimental components with the overall project goals, especially when components needed at the end of the semester are generated at the beginning. To address this, we implemented a hands-on activity where students create their own visual diagram of the cellular experiment using craft supplies. We revisit this diagram multiple times to add details as our project progresses. This gives students the autonomy to visually display the concepts and redefine key terms in their own way. This also allowed instructors to identify areas of confusion and correct them in real time. This strategy can be adapted to any class, project, or assignment that requires students to review concepts that build on each other. We will share examples of our activity and how it is presented and structured in class.

Using Generative AI to foster Second Language Learning

Sébastien Dubreil

In an advanced-level French course on oral forms of discourse and storytelling, learners were introduced to generative AI (ChatGPT) as a support for their creativity and writing in a foreign language. Gen AI tools were used in two conditions. In one condition, learners used Gen AI tools to create their initial draft, using AI as a language assistant for support to suggest vocabulary or specific language features (e.g., a rhyme, an alliteration), check the accuracy of sentences, or to edit. In the other condition, learners used Gen AI tools as a creative assistant, adjusting their prompting to create three different "first" drafts that they then refined into a single, final deliverable. Results show evidence that learners in both conditions produced sophisticated texts. In metacognitive reflections they reported both a perceived usefulness to using AI tools and limitations of the tools in expressing their voice. I will also discuss how these results may apply to courses in other fields, especially as regards alignment between student needs and learning objectives.

Moving a Simulation-Based, Flipped-Classroom Course into an Online Environment

Nick Frollini

Simulation-based, flipped-classroom courses offer the potential for enhanced student learning, but are often viewed as challenging to execute. The idea of moving such courses into an online environment while maintaining the essential elements of experiential learning can seem to be even more daunting. We present the process of moving a negotiations course from the physical to the virtual world, while working to ensure that students were not disadvantaged by the change in course modality. We review the initial considerations in terms of course design, as well as changes made to accommodate the remote experience for both the students and the instructor. We also note several unexpected challenges posed by a student base distributed around the world and some serendipitous outcomes as well. Finally, we highlight some key lessons learned that can be applied by other instructors contemplating moving their own simulation-based courses into an online modality.

Inclusive Machine Learning: Promoting Belongingness and Empathy in Diverse Classrooms

Gabriela Gongora-Svartzman

As part of a 2023 Provost’s Inclusive Teaching Fellowship (PITF), Machine Learning Foundations with Python was redesigned to include teaching strategies to better address student motivation and engagement, and to explore the intersection of ethics, bias, and societal impact in machine learning education for non-technical students. The research questions for this project were: 1) Do group discussions of case studies impact students' growth in ethics awareness? 2) Do students feel connected and motivated toward machine learning? and 3) Can students recognize how machine learning is connected with their careers and related to their future? This poster will discuss the importance of group discussions of case studies from diverse fields, such as public policy and healthcare, and their impact on students' ethical awareness and motivation towards machine learning. Although the case studies were vital to this project, other teaching strategies, such as TILTing assignments, refining learning objectives, and adjusting communication and transparency, significantly enhanced student engagement. The success of this project was measured through surveys and written answers to individual and group case studies, among other assignments. I hope to share with others, across disciplines and fields, how to make small, sustainable, and inclusive changes over time.

Closing the Loop on Interdisciplinary Perspectives Outcomes in Dietrich College First-Year Seminars

Baron Glanvill

Additional authors: Laudenbach, Michael, English; Dickert, Joanna Core Competencies Initiative and Dietrich College Dean's Office; Leverett-Ptak, Chelsea, Core Competencies Initiative and Dietrich College Dean's Office; Carver, Sharon M., Dietrich College Dean's Office; Ballesteros Soria, Nuria, Dietrich College Dean's Office

This presentation reports on the second phase of artifact collection for Dietrich College’s Grand Challenge (GC) first-year seminars. Following consultations with GC instructors about the limited evidence of Interdisciplinary Perspectives (IP) across 2021-2022 seminars, the rubric was revised to account for preliminary stages of IP development among first-year students. Following recommendations from the report, a customizable assignment was developed that explicitly asked students to display disciplinary knowledge in the context of a societal challenge. After testing the revised rubric and discussing the assignment with GC instructors, new artifacts from 2022-2024 were assessed to determine whether the evidence of IP remained limited. The customizable assignments scored very highly, demonstrating the importance of explicit instruction and prompts to support students’ learning and application of IP. The presentation will address the project design details so other programs targeting interdisciplinary learning can replicate the study if so desired. Finally, the presentation will provide links to the report, the rubric, and the assignments, which may be leveraged in any undergraduate course and/or program targeting interdisciplinary learning.

Using Reflection Assignments to Encourage Engagement with Ethical Theory

Derrick Gray

As part of a Provost’s Inclusive Teaching Fellowship (PITF) project, I worked with Eberly team members to encourage broader and more authentic student engagement with materials and themes covered in Introduction to Ethics, a course in moral philosophy. Here I will discuss the use of reflection exercise assignments, which periodically required students to informally consider the relevance of course topics to their own lives without needing to display mastery of material or related skills. Examples of reflection exercise prompts and anonymized responses will be available, with thoughts on how prompts might be improved to create more authentic engagement. Relatedly, I will also discuss (i) how one might connect the reflection-generated engagement with achievement of other course learning objectives, and (ii) the potential usefulness of reflections in other philosophy classes, including those in which there is less of an obvious connection between topics covered and students’ everyday choices and actions.

Forging Cross-Institutional Research Partnerships: Structure and Agency

Lauren Herckis

Additional authors: Oden Choi, Judeth, Heinz and HCII; Rinsem, Michael, Community College of Allegheny County; Teffera, Leah, HCII; Li, Bruce, Heinz and HCII

This poster identifies barriers to successful cross-sector educational research partnerships and describes effective, evidence-based strategies for overcoming these challenges through a critical case study of one team's efforts. A federally funded project supports collaborative research to develop educational interventions and deploy them at multiple institutions of higher ed. Significant challenges arose in the effort to forge a research partnership between faculty at a research institution and a local community college. Nominally parallel roles in diverse institutions offer widely divergent opportunities, perspectives, engagement with institutional structures, and experiences of academic and personal agency. The research team successfully implemented several strategies to advance research, co-design innovative educational interventions, and implement these in diverse contexts. We share insights gleaned in the course of this collaborative effort which may be useful for others forging cross-institutional research partnerships, particularly between 91ÊÓƵ faculty and partners at community colleges or other postsecondary institutions with divergent institutional missions.

AI-Enhanced Writing Studio for Writing in the Disciplines and Professions

Suguru Ishizaki

Additional authors: Kaufer, David, Department of English

We present here our working prototype of our AI-enhanced online writing environment with a suite of generative and assessment tools supporting the writing process from initial-phase writing to final draft. Despite significant research conducted on writing instruction over the past 60+ years, there have been no scalable breakthrough solutions to help college graduates meet standards of written proficiency. Our project seeks to close this gap through the application of research-based principles derived from the literature on writing process and pedagogy.

AI-mediated Peer Review in the College Writing Classroom

Alan Thomas Kohler

Peer review, the process in which students read each other’s drafts and provide feedback, is seen as foundational to learning and reflection. But, while the benefits of peer review are well-established, students and instructors report that the quality and usefulness of peer feedback–and of the process itself–can often vary wildly. This study investigates how generative AI tools might improve the peer review process in an intermediate undergraduate course where students engaged in both traditional and AI-mediated peer review across five projects. Data were collected through surveys, reflections, and feedback transcripts. Preliminary findings indicate that AI contributed to students' understanding of peer review, but while students found AI-mediated peer review somewhat useful for giving/receiving feedback, they also felt an absence of the human element in the feedback process. This suggests that while generative AI can be a valuable adjunct, it may not substitute for the personal interaction of traditional peer review.

Can you teach creativity? (Yes!)

Amanda Krause

Creativity is a critical skill for engineering students to develop but often ignored in college curricula. This presentation will discuss a research project with the objective to encourage divergent thinking in engineering students. First, in a junior-level class, students were given a creativity lecture that covered the importance of creativity, historical examples, strategies to practice, and the stages of creativity. Then, students were asked to follow the “Creative Stages” to solve engineering problems. The success of this teaching strategy was determined by two assessments: comparisons of pre- and post- surveys regarding self-efficacy and student grades on open-ended problems in class. The surveys revealed that students showed significant growth in their overall self-efficacy for creativity, seeing growth in 13 of the 17 items evaluated. This growth reveals the large opportunity to increase students’ self-efficacy in creativity with small class interventions. Tips for implementation will be discussed.

Facilitating Meaningful and Accessible Robotics Education for Beginners

Alex LaGrassa

Additional authors: Ware, Ranysha, Computer Science Department; Thomas, TJ, Mechanical Engineering

When teaching advanced applications like robot arm programming, the traditional approach starts with a broad set of basic skills before moving to the applications. However, this may not be practical for beginner students who are exploring potential areas of interest. We present a teaching strategy that identifies a meaningful and motivating skill in the application field and then determines the minimal set of skills needed to complete an activity using this skill. This strategy was used in a 2-hour lab-based workshop offered multiple times to students with no programming experience through Black in Robotics. First, we present our learning goals, instructional tools, and examples of meaningful activities that can be performed using five programming concepts. Then, we invite participants to brainstorm how to employ this strategy for a skill they would consider motivating but also too advanced for beginners.

MuFIN: A Framework for Automating Multimodal Feedback Generation using Generative Artificial Intelligence

Jionghao Lin

Additional authors: Chen, Eason, HCII; Gurung, Ashish, HCII; Koedinger, Kenneth R., HCII

Written feedback has long been a cornerstone in educational and professional settings, essential for enhancing learning outcomes. However, multimodal feedback—integrating textual, auditory, and visual cues—promises a more engaging and effective learning experience. By leveraging multiple sensory channels, multimodal feedback better accommodates diverse learning preferences and aids in deeper information retention. Despite its potential, creating multimodal feedback poses challenges, including the need for increased time and resources. Recent advancements in generative artificial intelligence (GenAI) offer solutions to automate the feedback process, predominantly focusing on textual feedback. Yet, the application of GenAI in generating multimodal feedback remains largely unexplored. Our study investigates the use of GenAI techniques to generate multimodal feedback, aiming to provide this feedback for large cohorts of learners, thereby enhancing learning experience and engagement. By exploring the potential of GenAI for this purpose, we propose a framework for automating the generation of multimodal feedback, which we name MuFIN.

The Impact of Generative AI on Student-Generated Microlessons for Learning Sciences

Steven Moore

Additional author: Kwon, Christine

This study examines the impact of generative AI on student-created microlessons in the context of the master’s level course "Tools for Online Learning." We investigated how the integration of ChatGPT in lesson design influences students' lesson quality, understanding of learning science principles, and self-efficacy as educators and AI users. Employing a crossover design, students alternated between using AI support and not across four online modules, each containing two microlesson design tasks. Each task required students to apply core teaching and learning principles, with one microlesson per module designed with AI assistance and one without. By comparing outcomes for each student across different conditions and assignments, the study identifies notable differences in the quality of microlessons, students' learning gains in learning science principles, and changes in their confidence in teaching and using AI.

Does Generative AI Change How Students Brainstorm (for Startup Ideas)?

Carrington Motley

Students in 70-415 (Introduction to Entrepreneurship) completed a brainstorming session for ideas for startups to use in the main project for the course. An intervention was implemented to determine how students’ ability to use generative AI would influence the brainstorming process & students’ experience. There are two sections of the course. In one section, students were encouraged to use generative AI to assist with idea generation and selection and were given some basic instructions on prompt engineering & brainstorming. In the second section, students were given the same instructions about brainstorming but were not allowed to use generative AI. By comparing the two sections, I aimed to better understand the impact of generative AI during a class session on students’ ability to generate & evaluate startup ideas, satisfaction with brainstorming, and confidence in using GenAI tools. To answer this question, I administered surveys, collected trace data, and evaluated student assignment outcomes. The initial analysis of this exploratory study indicates that students across the two groups received similar final grades on the assignments. However, the students who used generative AI reported creating more ideas in the brainstorming session while also reporting being less satisfied with the session (relative to students who did not use generative AI). The study’s findings provide useful insights to people interested in the effects of generative AI on the creative process and idea generation, in particular.

Is Citizenship the Right Model to Engage Students?

Raelin Sawka Musuraca

Whether it is their digital native upbringing or the long-lasting impact of the pandemic, it has been difficult to engage students. Attendance, class participation, office hours, and team-based projects have all been a challenge. In Service Design, a mixed undergraduate and graduate course, I used a Citizenship Score model to drive engagement beyond the course materials and elicit contributions as a classroom citizen. This model involved a detailed rubric awarding points for attendance, on-time arrival, engagement, and peer surveys; it allowed for bonus points for exceeding expectations. Anecdotal results were mixed – while two-thirds scored above 90%, verbal feedback was more carrot/stick driven rather than a desire to be a classroom citizen. I am proposing this discussion to engage with my peers and explore ways to improve this method. I can share the Assignment and Rubric with others to start the conversation.

Optional-Mandatory Attendance

Danny Oppenheimer

Additional authors: Cullen, Simon, Philosophy

Attendance is one of the best predictors of performance in a class, thus to encourage attendance, many teachers make attendance mandatory. While mandatory attendance does increase attendance, it also undermines student motivation and enjoyment of the class. Here we introduce Optional-mandatory attendance - students can choose to opt-in to a mandatory attendance regime (rather than being forced into such a regime by the instructor). We find between 85-100% of students opt in to mandatory attendance, and that this system increases motivation, engagement with course material, and even yields higher attendance than strictly mandatory regimes.

AI-Driven Insights from Data Analytics Education

Fethiye Ozis

Additional author: Takara Matthew, Civil and Environmental Engineering

Our presentation will focus on an educational research project that addresses two primary research questions: RQ1: Does the use of genAI tools influence students’ ability to work with, clean, and visualize large datasets compared to the pre-GenAI era? RQ2: What are students’ attitudes, perceptions, and experiences regarding genAI-powered tools for data processing and visualization? Students were juniors in a Civil Engineering course who were offered the opportunity to utilize Perplexity AI and other free generative AI tools for processing and visualizing a large dataset. The instructional approach also included providing additional subtasks, clarifying expectations, and transparent evaluation criteria. Measures included student learning outcomes, perceptions, experiences, and attitudes. We will describe our research results as well as lessons learned from doing a teaching-as-research (TAR) project.

Exploring Student Behavior and Perceived Ability Based on CS Exams

Rhythm Satav

Additional authors: Reese, Abbey, Computer Science; Railing, Brian, Computer Science

This research investigates the effectiveness of randomized computer-based exams used in Carnegie Mellon’s Introduction to Computer Systems (15-213) course. Students receive 7-8 question exams, where questions are chosen randomly among 10-20 others in their distinct categories. The exam system collects data about how each student progresses throughout their exam. This data includes the order in which students view and answer the exam questions, the amount of time they spend on each question viewing, and the score they’ve achieved at any given point during their exam. Our analysis of student scores quantifies and validates the fairness of this exam system. Further analysis of the logs is exploring higher-level student behaviors, such as which question students first solve and their frequency of viewing different questions, and how these behaviors also correlate with ability and score. This research demonstrates the value of administering computer-based exams and informs future exam design.

Empowering Student Voices: The Role of the Student Advisory Council in Shaping 91ÊÓƵ-Africa's Messaging

Monica Sumbi, Associate Director of Marketing & Communications, 91ÊÓƵ-Africa

Engaging the student body is crucial to creating a dynamic and inclusive environment at 91ÊÓƵ-Africa. The Student Advisory Council (SAC) serves as a vital platform to ensure that student voices are actively represented in the university’s messaging. This abstract explores the role of the SAC in fostering communication between students and the administration, highlighting the importance of student input in shaping the narrative and outreach of 91ÊÓƵ-Africa. By integrating diverse perspectives, the SAC not only enhances the relevance and authenticity of institutional messaging but also strengthens the sense of community and belonging among students. The council’s efforts contribute to a more engaged student body, aligning institutional goals with the needs and aspirations of the students. This approach underscores 91ÊÓƵ-Africa's commitment to inclusivity, transparency, and collaborative growth, ensuring that the university’s communications resonate with and reflect the diverse voices of its student population.

Designing Intelligent Tutoring Systems in Community College IT Courses

Leah Teffera

Additional authors: An, Marshall, HCII; Mehrvarz, Mahboobeh, HCII; Purtell, Krystof, HCII; Li, Bruce, HCII; Bogart, Chris, Computer Science Department; McLaren, Bruce M., HCII; Branstetter, Lee, Heinz College; Burkhardt, Bryan, Des Moines Area Community College (DMACC); Hoffman, Jeremy, DMACC; Howe, Jeffrey, DMACC; Rinsem, Michael, Community College of Allegheny County (CCAC)

This poster presents our research on a hands-on cloud administration course co-designed with community colleges, utilizing project-based learning (PBL) and intelligent tutoring systems (ITS). We explore the role of ITS in addressing challenges associated with PBL and examine whether the effectiveness of ITS is primarily attributed to the teaching method or the content. Using the Knowledge-Language-Instruction (KLI) framework, we analyzed the course content to identify skills that would benefit most from repeated practice through an ITS. We then designed an ITS based on those skills, conducting two pilot studies in introductory computing courses. The studies were randomized control trials, using the ITS and a multimodal reading including text, graphs, and multiple choice questions. Based on data collected from the ITS and learning management system, we will share analyses of students’ performance and behavior, and discuss future directions for designing new educational tools applicable in multiple learning contexts.

Enhancing Inclusion in Database Management Education: SQL Teaching for Non-Technical Master’s Programs

Xiaoying Tu

This paper presents a comprehensive revamp of the Introduction to Database Management course at a leading institute for non-technical master's programs to equip them with vital skills owing to the ubiquity of databases across industries. The revamp aims to enhance the relevance of the content by refocusing on SQL, while addressing the goal of inclusive teaching, ensuring students from diverse academic and technical backgrounds can effectively engage with the material. The pedagogical strategies include enhancing in-class instruction techniques, improving transparency in course design, and accommodating diverse backgrounds and learning needs, all aimed at fostering growth mindset and sense of belonging among students. Despite increased content complexity, students achieved high academic standards, increased sense of belonging and maintained robust growth mindset. It contributes to the literature by validating inclusive teaching strategies for non-technical audiences and suggesting their broader applications in university settings to enhance student engagement and success in technical subjects.

A Novel Approach to Student Team Formation

Andrew Twigg

Additional author: Valluri, Nikita, graduate research assistant

Proposing a novel method for student team formation using combined student-provided information, instructor guidance, data visualization, and real-time classroom facilitation. Performance of student teams formed by instructor, by student preference, or by random assignment is debated; this approach hybridizes student input with instructor guidance and in-class dialogue. Students complete a survey declaring preferences for collaboration style, as well as strengths and skill development goals. Survey data allows the creation of visualizations used to build potential teams; these are shared with students, alongside discussion on advantages and disadvantages of each teaming strategy. Through instructor-facilitated dialogue, teams may be revised in real time, based on student input, to create final teams. This instructor-guided, student-driven process aims to result in high-performing team composition, and cultivate student buy-in due to their direct involvement. The focus of this presentation is the methodology, opportunities for improvement, its significance and limitations, and potential future directions.

Hei Hai Come On: incorporating song learning into a community engagement event

Sue-mei Wu

Incorporating songs into language and culture learning can not only enhance learners’ language skills but also inspire their critical thinking and creativity and create an interdisciplinary and collaborative environment for learners. This presentation will showcase the “Hei Hai Come On” song and its music videos, which were created by the 82-139 class (82-139: Chinese Learning Through Cultural Practices and Community Engagement). The instructor will showcase how students enhanced their learning outcomes by contributing to community engagement events, which made their learning process more entertaining, engaging and impactful.

PerplexityAI as an Academic Reading Tool for First-Year Students

Liz Walker, Bonnie Youngs

This poster reports on Eberly-sponsored quasi-experimental research in a S24 first-year DC Grand Challenge Seminar. The comparison group was the same course offered in F23. As F23 students experienced difficulties understanding social science and humanities academic articles, our S24 study centered on two questions: (1) how might students design prompts to engage PerplexityAI in support of their reading comprehension?; and (2) how might using PerplexityAI as a reading support tool develop their self-directed learning and critical thinking skills? The research questions focused on and data analysis found: (1) S24 students’ self-efficacy scores on using genAI to read and discuss academic articles improved significantly; and (2) S24 students’ ability to analyze course materials did not exceed that of F23 students. Based on their submitted AI transcripts, we will also discuss what types of questions students asked most often. Our research can apply to courses requiring reading in fields new to students.

Rituals, Reprises, and Chekhov's Emu: On Building a Shared Pedagogical Universe

Gerald J. Wang

In a shared cinematic universe, characters from a common legendarium interact throughout a series of self-contained yet interleaved movies. "Students these days" have grown up in a world where the box office has been consistently dominated by entries from a shared cinematic universe, and so they are particularly attuned to this narrative format. In this roundtable, we discuss strategies for cultivating a shared pedagogical universe, highlighting ideas including the development of shared motifs, traditions, and datasets, both for intra- and inter-semester use. We distill these themes into practices of varying complexity, including several that are particularly easy to implement, and we present examples drawn from a computational science and engineering curriculum. We also provide qualitative and quantitative evidence for the effectiveness of shared pedagogical universes in terms of student learning and engagement.