Emily Rush
Rush University Medical Center, Center for Teaching Excellence & Innovation, Department Member
- University of California, Los Angeles, Classics, Graduate StudentUniversity of Chicago, Art History, AlumnusUniversity of Illinois at Urbana-Champaign, Education, Graduate Studentadd
- Material Culture Studies, Higher Education, Learning And Teaching In Higher Education, Teaching and Learning In Adult and Higher Education, Artificial Intelligence in Education, Transformational Teaching and Learning, and 5 moreTransformational teaching, adult learning, Collaborative Learning, AI literacy, Community of Practice, and Postdigital learning cultureedit
This article examines Lucian's Images, Images Defended, and The Mistaken Critic as texts characterized by certain parallel elements. Though these texts are analyzed with one another only rarely, we argue that the use and function of... more
This article examines Lucian's Images, Images Defended, and The Mistaken Critic as texts characterized by certain parallel elements. Though these texts are analyzed with one another only rarely, we argue that the use and function of ekphrasis and declamation link them. Through ekphrasis, all three texts create likenesses of absent figures, and, through declamation, their characters pose as the likenesses (or detached body parts thereof) that they create. By means of rhetorical display, therefore, Lucian's interlocutors call into question the relationship between copy and original, real and fictional, thus highlighting the instability of knowledge.
Research Interests:
This introduction to the special section explores how Lucian's treatment of textual representation, declamation and physical performance, and artistic likenesses renders reality or knowledge to be matters of subjective viewership,... more
This introduction to the special section explores how Lucian's treatment of textual representation, declamation and physical performance, and artistic likenesses renders reality or knowledge to be matters of subjective viewership, inherently contestable, constantly recreated, and anchored in contests for authority. In his works, observant narrators and comic heroes routinely expose rival sophists or philosophers to be actors in a spectacle but reveal that their posturing as cultured (pepaideumenoi) rhetors can be characterized in precisely the same way. And yet the ostensible author of these texts is the most Protean actor, and the most compelling fiction, of them all.
Research Interests:
As generative AI tools like ChatGPT rapidly emerge, educators face critical decisions about navigating this transformative technology in higher education. This presentation advocates for adopting an AI literacy framework as an... more
As generative AI tools like ChatGPT rapidly emerge, educators face critical decisions about
navigating this transformative technology in higher education. This presentation advocates for
adopting an AI literacy framework as an alternative to banning or policing AI use to promote
awareness, capability, knowledge, and critical thinking surrounding AI.
Informed by this scholarly framework, the Center for Teaching Excellence and Innovation (CTEI) at
Rush University has developed a comprehensive AI literacy Canvas module that serves as the
cornerstone of the institution's approach to generative AI, focusing on readiness, responsibility, and
ethical use. The module has not only been adopted by numerous faculty at Rush University but has
also been requested by over 400 institutions for potential use with more than 30,000 students,
demonstrating its widespread impact and relevance.
The presentation explores the benefits, limitations, and ethical considerations of generative AI,
arguing that an AI literacy approach aligns with Tim Fawns' concept of "entangled pedagogy," which
acknowledges the mutually influential relationship between technology and pedagogy. Through AI
literacy, educators can empower students to critically evaluate AI, experiment with its capabilities,
and develop essential competencies for a future increasingly shaped by artificial intelligence.
Strategies for implementing an AI literacy framework are discussed, including addressing privacy
concerns, examining algorithmic bias, and engaging in collaborative learning activities that leverage
AI's potential while fostering student agency. By embracing an AI literacy mindset and utilizing
resources like the widely-adopted CTEI Canvas module, educators can adapt to emerging
technologies and guide students in shaping an enriching AI future.
Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology dichotomy.
Postdigital Science and Education, 4(3), 711–728. https://doi.org/10.1007/s42438-022-00302-7
navigating this transformative technology in higher education. This presentation advocates for
adopting an AI literacy framework as an alternative to banning or policing AI use to promote
awareness, capability, knowledge, and critical thinking surrounding AI.
Informed by this scholarly framework, the Center for Teaching Excellence and Innovation (CTEI) at
Rush University has developed a comprehensive AI literacy Canvas module that serves as the
cornerstone of the institution's approach to generative AI, focusing on readiness, responsibility, and
ethical use. The module has not only been adopted by numerous faculty at Rush University but has
also been requested by over 400 institutions for potential use with more than 30,000 students,
demonstrating its widespread impact and relevance.
The presentation explores the benefits, limitations, and ethical considerations of generative AI,
arguing that an AI literacy approach aligns with Tim Fawns' concept of "entangled pedagogy," which
acknowledges the mutually influential relationship between technology and pedagogy. Through AI
literacy, educators can empower students to critically evaluate AI, experiment with its capabilities,
and develop essential competencies for a future increasingly shaped by artificial intelligence.
Strategies for implementing an AI literacy framework are discussed, including addressing privacy
concerns, examining algorithmic bias, and engaging in collaborative learning activities that leverage
AI's potential while fostering student agency. By embracing an AI literacy mindset and utilizing
resources like the widely-adopted CTEI Canvas module, educators can adapt to emerging
technologies and guide students in shaping an enriching AI future.
Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology dichotomy.
Postdigital Science and Education, 4(3), 711–728. https://doi.org/10.1007/s42438-022-00302-7
Research Interests:
Research Interests:
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