I teach in a tech-focused program, and I think it’s reasonable to ask how we’re going to address generative AI in our curriculum, but I still resent the expectation that we must jump on this bandwagon simply because it’s there.

My most recent research compliance completion certificate was clearly thrown together in a few lines of HTML. Not only does that feel especially phoned in, but it also makes it harder to save for my records, which is the only useful aspect of one of these certificates.

Teaching my project-focused WordPress class keeps me humble: I answer so many student questions with “I don’t know how to do that, but I know it’s possible. Let’s figure it out together.”

In our big content management systems class project this semester, students are knocking it out of the park in a way that makes me proud of them but also reassures me that maybe I understand this stuff despite no formal training after all.

Sometimes I feel like I’m nagging my data science students when I tell them to use function x in R instead of almost-identical function y. Other times, I remember that function y has awful output that makes grading their work a pain, and I stop worrying.