Tootfinder

Understanding Pedagogical Content Knowledge of Data Science Instructors: An Inaugural Framework
Sinem Demirci, Mine Do\u{g}ucu, Andrew Zieffler, Joshua M. Rosenberg
https://arxiv.org/abs/2508.14009

Understanding Pedagogical Content Knowledge of Data Science Instructors: An Inaugural Framework
As data science emerges as a distinct academic discipline, introductory data science (IDS) courses have also drawn attention to their role in providing foundational knowledge of data science to students. IDS courses not only help students transition to higher education but also expose students to the field, often for the first time. They are often taught by instructors without formal training in data science or pedagogy, creating a unique context for examining their pedagogical content knowledg…

'Companion Texts' and Regenerated Feminist Pedagogy (NEMLA 2026) https://call-for-papers.sas.upenn.edu/cfp/2025/09/09/companion-texts-and-regenerated-feminist-pedagogy-nemla-2026

Day 20: bell hooks.
Despite having decided to continue to 30, number 20 feels important, and hooks gets the spot in part because I haven't yet included a non-fiction feminist author, which feels like an obvious thing to include on such a list. The one category of author being bumped out of the first 20 here is anime writers, but I'll follow up with one of them, along with more academics and mangaka who I've been itching to include.
In any case, hooks is absolutely legendary as a feminist writer for good reason, and as a teacher I've especially appreciated her writing on pedagogy like "Teaching to Transgress: Education as the Practice of Freedom" and "Teaching Critical Thinking: Practical Wisdom". These have challenged me to teach at a higher level, and while I'm not sure I've completely succeeded, they're important to me. They also pair well with Paolo Friere's "Pedagogy of the Oppressed", but hooks always seems to be focused on very practical advice and it's incredibly direct in her writing, even though her advice isn't always straightforward to implement. In fact, that's one of the things I value about her writing: when the truth is complicated or the real work is messy interpersonal relationships that need to be negotiated with each student, she's not afraid to say so and give good advice for navigating those waters instead of trying to dispense simple-seeming platitudes or formulas for success that paper over the deeper issues. Her concern has always been truth, rather than simplicity or audience comfort and the popularity it might seem to entail, which I think is part of why her legacy endures so well.
#20AuthorsNoMen
#30AuthorsNoMen

The Mechanical Yes-Man: Emancipatory AI Pedagogy in Higher Education
Linda Rocco
https://arxiv.org/abs/2510.10176 https://arxiv.org/pdf/2510.10176

The Mechanical Yes-Man: Emancipatory AI Pedagogy in Higher Education
The proliferation of Large Language Models in higher education presents a fundamental challenge to traditional pedagogical frameworks. Drawing on Jacques Rancière's theory of intellectual emancipation, this paper examines how generative AI risks becoming a "mechanical yes-man" that reinforces passivity rather than fostering intellectual autonomy. Generative AI's statistical logic and lack of causal reasoning, combined with frictionless information access, threatens to hollow out cognitive proc…

Replaced article(s) found for cs.AI. https://arxiv.org/list/cs.AI/new
[8/14]:
- From Problem-Solving to Teaching Problem-Solving: Aligning LLMs with Pedagogy using Reinforcement...
David Dinucu-Jianu, Jakub Macina, Nico Daheim, Ido Hakimi, Iryna Gurevych, Mrinmaya Sachan

Teaching with AI: Human Days and AI Days
In my previous post I outlined a plan for a no-tech pedagogy that would prevent students from using AI to do the assignments. However, my colleagues tell me that current policy at the university where I used to teach requires the use of AI in some classes. They have also eliminated the budget for photocopying handouts and texts. Everything must be delivered through the Learning Management System, which in this case is Canvas.

Teaching STEM Courses using Ignatian Pedagogy
Gintaras Duda
https://arxiv.org/abs/2509.05806 https://arxiv.org/pdf/2509.05806

Teaching STEM Courses using Ignatian Pedagogy
Despite the impact of the Jesuit educational endeavor on the rise of science, the Ignatian Pedagogical Paradigm (IPP), the signature Jesuit pedagogy, is not frequently used to teach courses in science, technology, engineering and mathematics (STEM), and very little literature exists documenting any such attempts. In this paper, I describe a framework for how to apply the IPP to STEM courses using active-engagement strategies and assessment tools from disciplinary educational research (DBER). I …

Robot Soccer Kit: Omniwheel Tracked Soccer Robots for Education
Gregoire Passault (UB, LaBRI), Clement Gaspard (UB, LaBRI), Olivier Ly (UB, LaBRI)
https://arxiv.org/abs/2510.11552

Robot Soccer Kit: Omniwheel Tracked Soccer Robots for Education
Recent developments of low cost off-the-shelf programmable components, their modularity, and also rapid prototyping made educational robotics flourish, as it is accessible in most schools today. They allow to illustrate and embody theoretical problems in practical and tangible applications, and gather multidisciplinary skills. They also give a rich natural context for project-oriented pedagogy. However, most current robot kits all are limited to egocentric aspect of the robots perception. This …

Prompting the Professoriate: A Qualitative Study of Instructor Perspectives on LLMs in Data Science Education
Ana Elisa Lopez-Miranda, Tiffany Timbers, Rohan Alexander
https://arxiv.org/abs/2509.12283 …

Prompting the Professoriate: A Qualitative Study of Instructor Perspectives on LLMs in Data Science Education
Large Language Models (LLMs) have shifted in just a few years from novelty to ubiquity, raising fundamental questions for data science education. Tasks once used to teach coding, writing, and problem-solving can now be completed by LLMs, forcing educators to reconsider both pedagogy and assessment. To understand how instructors are adapting, we conducted semi-structured interviews with 42 instructors from 33 institutions in 10 countries in June and July 2025. Our qualitative analysis reveals a …

Effectiveness of Quota Policies Across STEM, Biological, and Humanities Programs
Ricardo D. Matheus, Elmer M. Gennaro, Marcelo T. Yamashita
https://arxiv.org/abs/2510.08261 http…

Effectiveness of Quota Policies Across STEM, Biological, and Humanities Programs
We examine more than a decade of quota policy at Unesp, analyzing Physics, Biology, and Pedagogy as representative programs of distinct assessment styles. Quotas show little impact in Physics, where the admission barrier is low, and in Pedagogy, where high pass rates make it difficult to differentiate students, but they reveal systematic differences in Biology. Focusing the analysis on Calculus I - an introductory course in Physics and other Science, Technology, Engineering, and Mathematics (ST…

Did you know that the Learning With AI toolkit has a speakers bureau for AI and education? Filter for expertise like "agents administration" or "data bias," then click on presenters to watch recordings that demonstrate their presentation styles.
Have a speaker to recommend who's not on the list? DM me and I'll send you a form to submit a name, specialty, and recording of any events for consideration.

I have the priviledge of taking a whole semester for my research this fall, and intend to blog / think out loud as I work my way through #Pedagogy, #Philosophy, #Art,

"So if ChatGPT destroys literacy and law, then ChatGPT is going to kill God. By this I don’t mean that the bearded guy in the sky is going to be found dead of a gunshot wound to the chest, but that monotheistic religion as we have traditionally understood it will not be able to function in a post-literacy regime."
(Original title: ChatGPT is going to kill God)

ChatGPT is going to kill God
I hate generative AI. I hate how it’s destroying writing pedagogy and giving students even more excuses not to read (because they can just read a “summary”). I hate how whiny and …

Bringing Pedagogy into Focus: Evaluating Virtual Teaching Assistants' Question-Answering in Asynchronous Learning Environments
Li Siyan, Zhen Xu, Vethavikashini Chithrra Raghuram, Xuanming Zhang, Renzhe Yu, Zhou Yu
https://arxiv.org/abs/2509.17961

Bringing Pedagogy into Focus: Evaluating Virtual Teaching Assistants' Question-Answering in Asynchronous Learning Environments
Asynchronous learning environments (ALEs) are widely adopted for formal and informal learning, but timely and personalized support is often limited. In this context, Virtual Teaching Assistants (VTAs) can potentially reduce the workload of instructors, but rigorous and pedagogically sound evaluation is essential. Existing assessments often rely on surface-level metrics and lack sufficient grounding in educational theories, making it difficult to meaningfully compare the pedagogical effectivenes…

'Companion Texts' and Regenerated Feminist Pedagogy (NEMLA 2026)
https://ift.tt/kJdq72l
updated: Thursday, September 11, 2025 - 3:34pmfull name / name of organization: Mary Thompson /…
via Input 4 RELCFP

Personalized and Constructive Feedback for Computer Science Students Using the Large Language Model (LLM)
Javed Ali Khan, Muhammad Yaqoob, Mamoona Tasadduq, Hafsa Shareef Dar, Aitezaz Ahsan
https://arxiv.org/abs/2510.11556

Personalized and Constructive Feedback for Computer Science Students Using the Large Language Model (LLM)
The evolving pedagogy paradigms are leading toward educational transformations. One fundamental aspect of effective learning is relevant, immediate, and constructive feedback to students. Providing constructive feedback to large cohorts in academia is an ongoing challenge. Therefore, academics are moving towards automated assessment to provide immediate feedback. However, current approaches are often limited in scope, offering simplistic responses that do not provide students with personalized …

Ethical and sustainable mathematics is localised: why global paradigms fail and culturally-situated practices are essential
Dennis M\"uller, Maurice Chiodo
https://arxiv.org/abs/2510.05892

Ethical and sustainable mathematics is localised: why global paradigms fail and culturally-situated practices are essential
This paper identifies several different interconnected challenges preventing the move towards more ethical and sustainable mathematics education: the entrenched belief in mathematical neutrality, the difficulty of simultaneously reforming mathematics and its pedagogy, the gap between academic theory and classroom practice, and the need for epistemic decolonisation. In this context, we look at both bottom-up and top-down approaches, and argue that globalised frameworks such as the United Nations…

I was trying to post this on my blog, but it seems to be not cooperating these days… So here comes a long thread on #Pedagogy, #FineArtsEducation, #4ECognition,

A Blueprint to Design Curriculum and Pedagogy for Introductory Data Science
Elijah Meyer, Mine \c{C}etinkaya-Rundel
https://arxiv.org/abs/2508.03952 https://

A Blueprint to Design Curriculum and Pedagogy for Introductory Data Science
As the demand for jobs in data science increases, so does the demand for universities to develop and facilitate modernized data science curricula to train students for these positions. Yet, the development of these courses remains challenging, especially at the introductory level. To help instructors to meet this demand, we present a flexible blueprint that supports the development of a modernized introductory data science curriculum. This blueprint is narrated through the lens and experience i…

AgentSME for Simulating Diverse Communication Modes in Smart Education
Wen-Xi Yang, Tian-Fang Zhao
https://arxiv.org/abs/2508.03109 https://arxiv.org/pdf/2…

AgentSME for Simulating Diverse Communication Modes in Smart Education
Generative agent models specifically tailored for smart education are critical, yet remain relatively underdeveloped. A key challenge stems from the inherent complexity of educational contexts: learners are human beings with various cognitive behaviors, and pedagogy is fundamentally centered on personalized human-to-human communication. To address this issue, this paper proposes AgentSME, a unified generative agent framework powered by LLM. Three directional communication modes are considered i…

The IRMA Dataset: A Structured Audio-MIDI Corpus for Iranian Classical Music
Sepideh Shafiei, Shapour Hakam
https://arxiv.org/abs/2508.19876 https://arxiv.…

The IRMA Dataset: A Structured Audio-MIDI Corpus for Iranian Classical Music
We present the IRMA Dataset (Iranian Radif MIDI Audio), a multi-level, open-access corpus designed for the computational study of Iranian classical music, with a particular emphasis on the radif, a structured repertoire of modal-melodic units central to pedagogy and performance. The dataset combines symbolic MIDI representations, phrase-level audio-MIDI alignment, musicological transcriptions in PDF format, and comparative tables of theoretical information curated from a range of performers and…

Newtons First Law Is Not a Special Case of the Second Law
Indresh Yadav, P. M. Geethu
https://arxiv.org/abs/2508.02246 https://arxiv.org/pdf/2508.02246

Newtons First Law Is Not a Special Case of the Second Law
Newtons Laws of Motion form the basis of classical mechanics, but misconceptions about their interrelationships persist in pedagogy. A prevalent misunderstanding is that Newtons First Law is a trivial consequence of the Second Law. This paper argues that the First Law serves a logically distinct foundational role that defines the context in which the Second Law is valid. This conceptual distinction is clarified through classical thought experiments and further supported by insights from relativ…

On yesterday's Teaching, Learning, and Everything Else podcast, I talked about AI's impact on the environment and classrooms—and argued that it isn’t reinventing education so much as exposing bad habits we should’ve let go years ago https://www.link…

'Companion Texts' and Regenerated Feminist Pedagogy (NEMLA 2026)
https://ift.tt/9zYIAne
updated: Thursday, September 11, 2025 - 3:34pmfull name / name of organization: Mary Thompson /…
via Input 4 RELCFP

'Companion Texts' and Regenerated Feminist Pedagogy (NEMLA 2026)
https://ift.tt/9zYIAne
updated: Thursday, September 11, 2025 - 3:34pmfull name / name of organization: Mary Thompson /…
via Input 4 RELCFP

In the spring, I gave the participants of the fine arts pedagogy course at INN a glimpse into what I’ll be researching this fall. While the connections have developed since then, I still like the map and refer to it regularly.
A brief overview – fredsnotes https://filmschoolteacher.info…

Bridging MOOCs, Smart Teaching, and AI: A Decade of Evolution Toward a Unified Pedagogy
Bo Yuan, Jiazi Hu
https://arxiv.org/abs/2507.14266 https://

Bridging MOOCs, Smart Teaching, and AI: A Decade of Evolution Toward a Unified Pedagogy
Over the past decade, higher education has evolved through three distinct paradigms: the emergence of Massive Open Online Courses (MOOCs), the integration of Smart Teaching technologies into classrooms, and the rise of AI-enhanced learning. Each paradigm is intended to address specific challenges in traditional education: MOOCs enable ubiquitous access to learning resources; Smart Teaching supports real-time interaction with data-driven insights; and generative AI offers personalized feedback a…

CFP: Edited Collection on Contingent Teaching from WAC Clearinghouse
https://ift.tt/SoEp9Oy
updated: Monday, July 28, 2025 - 2:39pmfull name / name of organization: Precarious Pedagogy,…
via Input 4 RELCFP

The Application of Virtual Environments and Artificial Intelligence in Higher Education: Experimental Findings in Philosophy Teaching
Adel Vehrer, Zsolt Palfalusi
https://arxiv.org/abs/2509.00110

The Application of Virtual Environments and Artificial Intelligence in Higher Education: Experimental Findings in Philosophy Teaching
This study explores how virtual environments and artificial intelligence can enhance university students' learning experiences, with particular attention to the digital preferences of Generation Z. An experiment was conducted at the Faculty of Pedagogy, Humanities, and Social Sciences at University of Gyor, where Walter's Cube technology and a trained AI mediator were integrated into the instruction of ten philosophical topics. The curriculum was aligned with the official syllabus and enriched …

Pedagogical study of the image of a magnetic dipole in front of a superconducting sphere
Hemansh Alkesh Shah, Kolahal Bhattacharya
https://arxiv.org/abs/2509.15528 https://

Pedagogical study of the image of a magnetic dipole in front of a superconducting sphere
The method of images to solve certain electrostatic boundary-value problems is taught worldwide in undergraduate-level physics courses. Though it is also possible to employ this technique for solving magnetostatic boundary value problems, examples of this usage are rarely found in textbooks or physics pedagogy literature. In particular, the problem of finding the field due to a magnetic dipole kept in front of a superconducting sphere is an interesting one, because (i) it helps the students to …

AI Education in Higher Education: A Taxonomy for Curriculum Reform and the Mission of Knowledge
Tian Zheng
https://arxiv.org/abs/2509.23363 https://arxiv.o…

AI Education in Higher Education: A Taxonomy for Curriculum Reform and the Mission of Knowledge
Artificial intelligence (AI) is reshaping higher education, yet current debates often feel tangled, mixing concerns about pedagogy, operations, curriculum, and the future of work without a shared framework. This paper offers a first attempt at a taxonomy to organize the diverse narratives of AI education and to inform discipline-based curricular discussions. We place these narratives within the enduring responsibility of higher education: the mission of knowledge. This mission includes not only…

CFP: Edited Collection on Contingent Teaching from WAC Clearinghouse
https://ift.tt/UWZrvQS
updated: Monday, July 28, 2025 - 2:39pmfull name / name of organization: Precarious Pedagogy,…
via Input 4 RELCFP

Developing Strategies to Increase Capacity in AI Education
Noah Q. Cowit, Sri Yash Tadimalla, Stephanie T. Jones, Mary Lou Maher, Tracy Camp, Enrico Pontelli
https://arxiv.org/abs/2509.21713

Developing Strategies to Increase Capacity in AI Education
Many institutions are currently grappling with teaching artificial intelligence (AI) in the face of growing demand and relevance in our world. The Computing Research Association (CRA) has conducted 32 moderated virtual roundtable discussions of 202 experts committed to improving AI education. These discussions slot into four focus areas: AI Knowledge Areas and Pedagogy, Infrastructure Challenges in AI Education, Strategies to Increase Capacity in AI Education, and AI Education for All. Roundtab…

Malaysia's AI-Driven Education Landscape: Policies, Applications, and Comparative Insights for a Digital Future
Fadhilah Jamaluddin, Ahmad Hakiim Jamaluddin, Faridzah Jamaluddin, Faathirah Jamaluddin
https://arxiv.org/abs/2509.21858

Malaysia's AI-Driven Education Landscape: Policies, Applications, and Comparative Insights for a Digital Future
Artificial Intelligence (AI) is transforming education globally, and Malaysia is leveraging this potential through strategic policies to enhance learning and prepare students for a digital future. This article explores Malaysia's AI-driven education landscape, emphasising the National Artificial Intelligence Roadmap 2021-2025 and the Digital Education Policy. Employing a policy-driven analysis, it maps AI applications in pedagogy, curriculum design, administration, and teacher training across p…

CFP: Edited Collection on Contingent Teaching from WAC Clearinghouse
https://ift.tt/LNR7phc
updated: Monday, July 28, 2025 - 2:39pmfull name / name of organization: Precarious Pedagogy,…
via Input 4 RELCFP

Developing a Decolonial Mindset for Indigenising Computing Education (CE)
Jianhua Li, Yin Paradies, Trina Myers, Robin Doss, Armita Zarnegar, Jack Reis
https://arxiv.org/abs/2509.18509

Developing a Decolonial Mindset for Indigenising Computing Education (CE)
The underrepresentation of First Peoples in computing education reflects colonial legacies embedded in curricula, pedagogies, and digital infrastructures. This paper introduces the \textbf{Decolonial Mindset Stack (DMS)}, a seven-layer framework for educator transformation: \textbf{Recognition, Reflection, Reframing, Reembedding, Reciprocity, Reclamation}, and \textbf{Resurgence}. Grounded in Freirean critical pedagogy and Indigenous methodologies, the DMS aligns with relational lenses of ``Abo…

2026 Annual Meeting Call for Papers #ACREL #AMREL #SBLAAR #AARSBL - The May meeting represents a collaboration…

2026 NABPR Annual Meeting Call for Papers
The National Association of Baptist Professors of Religion (NABPR) invites paper and panel proposals in any area pertaining to Religion, Biblical Studies, Christian History, Theology, Ethics, Ministry Studies, Pedagogy, Religion and Faith in Higher Education, and other related areas. The May meeting represents a collaboration between NABPR, Association of Ministry Guidance Professionals (AMGP), and Baptist History & Heritage Society (BHHS).