Teaching, Learning and Behavior

The Achievement & Assessment Institute (AAI) at the University of Kansas has awarded the 2024 AAI Art & Humanities Grant to Sarah Jen, associate professor in the School of Social Welfare, and Liz Langdon, a lecturer in the Department of Visual Art, for their project, “Untold Stories of Aging in Action — Revealed and Traveled.” The project’s aim is to create and document the influence of an art-based intervention among communities of older adults and intergenerational audiences.

According to a KU anthropologist, good intentions are not enough to make community-based international development work. It needs a facilitator who can literally translate but also figuratively bridge the gap in power dynamics between the two sides of the equation.

The annual awards recognize outstanding unclassified academic staff, unclassified professional staff and postdoctoral fellows whose research significantly influenced their fields and expanded intellectual or societal insights.

Researchers at the University of Kansas, along with the University of Florida and the University of North Texas, will partner with regional high schools to engage about 500 students and 25 teachers in real-world projects to build interest in artificial intelligence technology as a career path.

A KU research team is developing and expanding Project AI-Score, a system that uses artificial intelligence technology to help instructors more efficiently teach writing to students with disabilities.

A KU research team has secured funding to boost systems called iKNOW and VOISS to help students with autism spectrum disorder improve social skills in a school setting.

“Unpacking the Infant-Toddler Pyramid Model: A Practical Guide for Teachers and Providers," co-edited by researchers at the University of Kansas, is a guide for early childhood education professionals.

A University of Kansas researcher analyzed results of an alternate treatment for LGBTQ individuals contained in “LGBTQI Workbook for CTI,” which is designed to help individuals who can’t access or have not had success with professional therapy.

James Basham and Eleazar Vasquez from the Achievement & Assessment Institute’s Center for Innovation, Design, and Digital Learning (CIDDL) served as advisers on a new report on AI integration in education from the U.S. Department of Education’s Office of Educational Technology (OET). The report, titled “Empowering Education Leaders: A Toolkit for Safe, Ethical, and Equitable AI Integration,” supports education leaders in adopting AI in the classroom to protect all students.

The Achievement & Assessment Institute’s Center for Certification & Competency-Based Education has launched the Competency-Based Education Research Journal, which serves to advance knowledge of competency-based education through empirical investigations, theory development articles and integrative conceptual reviews.