Prof. Kristin Stephens-Martinez

 Generative AI (GenAI) exploded into the academic teaching landscape in 2021, and we have been coping ever since. I’ve been quietly thinking about it since then. I’ve shared resources via my podcast’s social media feeds ( Twitter/X , Facebook , Patreon , YouTube ) and my LinkedIn . But I have not written about it here on my blog nor created a podcast episode focusing on it. [ Also posted on medium. ] I haven’t posted anything about my personal opinion because I wanted to provide an informed one, and I prefer to do my thinking quietly. However, it’s been long enough, and the landscape keeps changing, so I think it’s worth saying something. By posting something, I hope to try to move beyond the initial “what do we do?” conversations. These conversations are the ones I feel like I keep having. And my response/conversation now is often about the same terms and frameworks that I’ve been saying for a while, which often signals to me that it’s time to write a blog post. So here are my cu...

I consistently teach over 200 students at a time. Therefore, I heavily rely on autograders and teaching assistants (TAs) to grade everything. I use and love Gradescope. But, like all interfaces, Gradescope is limited in the affordances of how to use it. So I thought I’d write a blog post on the logistics side of how I use Gradescope to manage my grading. This post will cover a mix of small and big effort things I do to handle the logistics of grading homeworks and exams. [Also posted on  medium .] The “Prof. Double Check” rubric For those unfamiliar with Gradescope, it enables hand grading via rubric items that TAs can check off to mark student work. Rubrics help make grading more consistent, and Gradescope automatically handles live rubric updates and multiple TAs grading the same problem. In turn, Gradescope shows summary statistics on these rubrics and allows filtering by a rubric. I take advantage of this feature by adding at the bottom a rubric called “Prof. Double Check,...

In my post, "How I track my to-do-list" , I linked to my publically accessible Trello project templates . That Trello board has my "Creating an Exam" card list. This list has cards referring to how I test my exam, but I didn't elaborate on that process. So I thought given the season (of exams) I'll write a post about it. First, I want to acknowledge Jan Plane  at the University of MD, College Park, where I want to undergrad. I served as her undergraduate TA and, as her TA, I learned her process of testing exams. The bulk of my system I learned from her with some adaptations to serve my purposes. Two Rounds of Testing I have two rounds of testing that basically look identical. I have two of my TAs, usually from my head staff (head undergrad TAs and grad TAs) that take the exam with a timer. They note: How long each coding problem (or problem set if they are quick questions) takes them to read and answer. Any typos, confusing wording, etc. After e...