Title: Ph.D., Teaching Assistant Professor
College/Department: College of Business, Management
Course: MGT 243.013, .014, .015, Leadership in Organizations
Student Enrollment: 93
Proposal: This course offers an in-depth examination of leadership through the examination of a multi-dimensional model that emphasizes self-awareness, social awareness and organizational awareness. To encourage my students to think critically and reflexively about leadership, I require my students to submit four reflection memos. The proliferation of AI tools is motivating me to make changes to my pedagogical approach to teaching writing. Some scholars and management practitioners predict that the escalation of AI usage in the workplace has heightened the importance of critical thinking skills (Carucci, 2024). However, students’ usage of AI tools seems to interfere with their willingness to engage in a thoughtful and deliberate writing process that can foster critical thinking (Aljuaid, 2024). Others claim that "AI-driven [writing] assistants have demonstrated promise in enhancing students' writing abilities and boosting their confidence and productivity during the writing process" (Aljuaid, 2024). I would like to refine the requirements for the reflection memo assignment as well as the grading rubric and my pedagogical approach in hopes of encouraging my students to think critically about management issues and to convey their arguments clearly, cogently and convincingly while also preparing them to use AI tools responsibly and effectively.
CITL/I&O Collaborators: Justin Greenlee