I was recently fortunate enough to be given the opportunity to update Chapter 6 in The Science of Psychology: An Appreciative View. This is the chapter on Learning. I have always loved teaching this topic to my introduction to psychology students, so I was thrilled to get to be involved with the updating of the content of this chapter knowing that it would be used by others to teach this critical concept in Psychology. I went to graduate school in the early 1980s, and in my program Behaviorism wielded quite a dominant voice in our courses and training.

The education of an individual extends far beyond the classroom. It encompasses the ability to overcome adversity, to embrace diversity, and to advocate for change. The tests faced by students on campus are not limited to those with letter grades attached; they encompass a myriad of social, cultural, and systemic challenges that often remain unseen. 

'The Grades I Didn't Get' underscores the importance of acknowledging the disparities that persist within our academic landscape and the resolute belief that every student deserves an equal chance to succeed.

In a thought-provoking webinar, Dr. Robert Clapperton (Toronto Metropolitan University, Ametros Learning) delved into the profound impact of large language models on higher education and shared valuable insights on how educators and institutions can tailor their assessments in the age of artificial intelligence (AI). The webinar attracted a diverse audience of educators, administrators, and professionals eager to explore the evolving landscape of education. Dr. Clapperton, alongside enthusiastic attendees, exchanged ideas and practical suggestions, sparking a dynamic conversation around the integration of AI in assessments.