May
1
“Research means that you don’t know, but are willing to find out.”
~Charles F. Kettering, American engineer and Inventor
Teague, Generated with DeepAI.org
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Apr
30
Higher Ed faculty spend a significant portion of their workload on assessment. Time on assessment often ranges from 11% to over 35% of their weekly hours, mostly on grading and providing feedback for paper-based assignments. Studies suggest this averages roughly 5 to 15 hours per week for undergraduates (Hardison, 2022). The time commitment varies heavily based on undergraduate or graduate coursework, assignment type; grading papers can take 20–60 minutes per student, while 80, 3-page papers might take over 80 hours total with intensive writing courses or large classes leading to much higher, sometimes unsustainable, grading loads (Mason, 2023).
The critical thinking churn of both assessment and written artifacts can become repetitively mundane for both faculty and their students. As undergraduate and graduate students confront the reading and writing demands of course work, there is a temptation to use shortcuts which tamper with authentic writing, critical thinking, concept acquisition, and personal transparency with their teachers. Sometimes the problem is not the AI use ~ it is the avoidance of personal reflection and the prioritization of time for critical thinking. Many papers, especially in graduate courses, require students to connect philosophy, policy, or research to their own teaching and learning. AI is unable to do this work with authenticity. Students who outsource the critical thinking churn and accountability work skip the actual intellectual mental and reflective exercise the assignments are designed to create. The shortcut practice of using AI shortcuts occurs even when faculty build a fair and transparent AI policy.
A new complicating factor for students who use of artificial affordances in place of their authentic voice is a new characteristic of AI usage known as ‘Double Flag’ Attribution Flip is alerting on university detechtion software checking for plagiarism and AI usage.
AI Match and ‘Double Flag’ Attribution Flip:
In an interesting new development, when students reuse AI generated text in other assignments, there is a resulting higher attribution percentage. When the ‘source’ text being quoted was also AI-generated, the Copyleaks report will flag it as a misattribution or ‘source match.’ Essentially, you cannot ‘own’ an AI output by quoting it. Quoting a machine, for example AI, and labeling the resulting text as your own present or previous writing is misleading (Campbellsville University Libguides, 2026; Library and Learning Center, 2026) and objectively goes against most course requirements for an authentic human voice (Sharpe, 2025; Tufts University, 2026).
However, if that earlier work was AI-generated, the AI-generated content creates a technical “double flag” in the attribution software such as TurnItIn and Copyleaks (De Amicis, 2026). The system recognizes the underlying machine patterns in the text (Campbellsville University Libguides, 2026) and can flag as both AI and traditional plagiarism.
As a connecting reference, here are general AI tips and ideas from my recent AI presentation for the LOPES conference.
References
Copyleaks, (2026) AI Detection. https://help.copyleaks.com/s/article/WhatdoestheAIdetectionpercentageindicatormean681cd2ccaabfe
De Amicis, A. (2026). Self-plagiarism definition: Can you plagiarize yourself using AI?
TurnItIn blog. https://www.turnitin.com/blog/self-plagiarism-definition-can-you-plagiarize-yourself-using-ai
Dr. Martin Luther King Jr. Library (2026). Artificial Intelligence (AI) & Plagiarism. San Jose
State University.
https://library.sjsu.edu/plagiarism/ai-andplagiarism#:~:text=A%20growing%20concern%20is%20the,considered%20a%20form%20of%20plagiarism.
Archived Link: https://web.archive.org/web/20260207035140/https://library.sjsu.edu/plagiarism/ai-and-plagiarism
GPTZero Team, (2024). How to Avoid the Trap of Self-Plagiarism.
https://gptzero.me/news/avoid-self-plagiarism/
Hardison, H. (2022). How teachers spend their time: A breakdown. Education Week. https://www.edweek.org/teaching-learning/how-teachers-spend-their-time-a-breakdown/2022/04
Library and Learning Center (2026). Student guide to generative artificial intelligence.
Modesto Junior College. https://libguides.mjc.edu/chatgpt
Mason, B. (2023). Are you spending too much time on grading as a new professor? https://beccamason.com/gradingtips/
Montgomery Library, (2026). AI, plagiarism, and writing with integrity: Video on 7 types of
plagiarism. Campbellsville University Libguides.
https://campbellsville.libguides.com/ai-plagiarism-writing-integrity/video
Sharpe, A. (2025). Conestoga College of Teaching and Learning (Canada).
Tufts University, (2026). Center for the Enhancement of Learning and Teaching.
Note: Post originally published April 21, 2025. Updated April 16, 2026 with updated resources and references.
Apr
17
“Nobody knows everything, together we know a lot” ~Simon Sinek
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Apr
10
“Today belongs to the engineers and technicians who touched this machine, and it does, and their work was good.” ~ Amit Kshatriya, NASA Associate Administrator, April 10, 2026
We celebrate the successful splash down of the Artemis II Orion capsule Friday night!
Photo shared by Beth ODell
Context of the Quote:
References
Edwards, B. (2026, April 10). Artemis II astronauts splash down after NASA moon flyby. Florida Today. https://www.floridatoday.com/story/tech/science/space/2026/04/10/artemis-ii-astronauts-splash-down-after-nasas-mission-around-the-moon/89524026007/
Archived Link: https://web.archive.org/web/20260411212343/https://www.floridatoday.com/story/tech/science/space/2026/04/10/artemis-ii-astronauts-splash-down-after-nasas-mission-around-the-moon/89524026007/
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Apr
6
Connecting Concepts of American Educational Philosophies: Perennialism
Our course addresses the American Educational Philosophies. Connections to Primary Sources and an American historical continuum adds an extra layer of contextual understanding for American educational philosophies.
Primary Sources – 1st Textbook Printed in America – The New England Primer
The New England Primer was published and used in American schools from 1690-1930. Prior to the New England Primer, in the 17th century, the schoolbooks in use had been Bibles brought over from England. The New England Primer was the 1st textbook printed in America The New England Primer was first published between 1687 and 1690 by printer Benjamin Harris (Library of Congress, 2025).
Note: Teague photo: The New England Primer, Library of Congress Reading Room
Additional Foundational Primary Sources – George Washington’s Farewell Address (1796) and the Northwest Ordinance (1787/1789).
George Washington’s Farewell Address (1796), 230 years ago emphasized the importance of education, specifically in the context of fostering a virtuous, informed citizenry and promoting institutions for knowledge. President Washington viewed widespread education and public enlightenment as essential supports for the stability of a republic
The passage of the Northwest Ordinance of 1787 (reapproved in 1789 after the adoption of the U.S. Constitution) communicated the Founder’s vision for establishing American public education for all young people. The Northwest Ordinance mandated that, because “”Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged” “religion, morality, and knowledge” were necessary for good government, “schools and the means of education shall forever be encouraged,” (Article 3) and set aside land for schools in new territories
American Educational Perennialism
American Educational Perennialism is a teacher-centered, conservative philosophy focusing on teaching enduring, universal truths and principles that have lasted for centuries. (Please note that as a Proper Noun, the words American Educational Perennialism are capitalized.) It emphasizes a liberal arts curriculum based on “Great Books,” developing rational thought and critical thinking over vocational training, with teachers acting as authoritative guides in structured classrooms. Although some reading materials (and AI) indicate the 1930’s as the time frame for American educational Perennialism, please observe a caution not to silo each theory during each week. Critical Thinkers for American educational Perennialism, Robert Hutchins, Mortimer Adler, and William Bennett wrote and published through the 1980’s. There continues to be interest in American Educational Perennialism as a main catalyst for teaching and learning.
The current voyage of Artemis II to the dark side of the moon happily coincides with our accelerated course timeline and the enduring value characteristic of American Educational Perennialism. An example of Perennialism’s emphasis on enduring, universal truths and principles can be heard in the 1962 speech by President John F. Kennedy which set the foundation starting point for Moon exploration.
Here is the famous clip from President Kennedy’s 1962 speech (John F. Kennedy Library Foundation, 2020).
A link to the full speech (Rice University, 2019) is included in the References list.
Here is the Transcript link for President Kennedy’s full speech: https://www.rev.com/transcripts/john-f-kennedy-jfk-moon-speech-transcript-we-choose-to-go-to-the-moon.
Looking forward to this continued learning in this historic time!
~Dr. Teague
References
Black, D.W. (2021). The American right to education: The Northwest Ordinance, Reconstruction, and the current challenge. Poverty and Race Research Action Council. https://www.prrac.org/the-american-right-to-education-the-northwest-ordinance-reconstruction-and-the-current-challenge/
John F. Kennedy Library Foundation (2020). Archive Clip: JFK at Rice University, Sept. 12, 1962 – “We choose to go to the Moon.” [Video.] YouTube. https://www.youtube.com/watch?v=iQV9CAJWlVY
Library of Congress (2021). George Washington’s Farewell Address: Primary documents in American History research guide. https://guides.loc.gov/washington-farewell-address
Library of Congress (2025). American History: “The New England Primer.” [Video.]. Loc.gov. https://www.loc.gov/item/video-11166/
NASA (2026, April 6). NASA’s Artemis II Crew Flies Around the Moon (Official Broadcast). [Video.] YouTube. https://www.youtube.com/watch?v=z-j1uxBmis0
Rev.com (2025). John F. Kennedy (JFK) Moon Speech Transcript: “We Choose to Go to the Moon.” https://www.rev.com/transcripts/john-f-kennedy-jfk-moon-speech-transcript-we-choose-to-go-to-the-moon
Rice University (2019). “Why go to the moon?” – John F. Kennedy at Rice University. [Video.] YouTube. https://www.youtube.com/watch?v=QXqlziZV63k
(citation for this post): Teague, H. (2026). Connecting Concepts of American Educational Philosophies: Perennalism. [Blog post.]. Edublogs. https://4oops.edublogs.org/2026/04/06/connecting-concepts-of-american-educational-philosophies-perennialism/
Apr
2
Christina Koch was a firefighter at the South Pole at -111°F before she ever applied to be an astronaut.
That was maybe the fourth most interesting line on her resume. Christina Koch grew up in North Carolina, earned three degrees from NC State, and her first real job was building deep-space instruments at NASA.
Then she left for Antarctica and spent three and a half years bouncing between the Arctic and Antarctic as a research scientist, including a full winter at the South Pole base. Winter at the South Pole means going months without sunlight or fresh food, with a crew of about 50 people and no way out until flights resume. While she was at the South Pole, she also joined the glacier search-and-rescue team.
After returning from the South Pole, she went to Johns Hopkins and built instruments for two NASA missions (one of them is still orbiting Jupiter right now). Christina Koch figured out how to start a tiny vacuum pump that NASA designed for a future Mars rover. Johns Hopkins nominated it for their Invention of the Year in 2009. Then she went back to the field. More time in Antarctica and a stretch up in Greenland. A government research station in northern Alaska, near the top of the world. Then she ran another one in American Samoa, near the equator. In 2013, NASA selected her from 6,300 applicants. Eight people got in. Her first space mission was supposed to be a normal rotation on the International Space Station, but NASA extended it. She ended up staying 328 straight days and orbiting Earth 5,248 times, covering about 139 million miles (roughly 291 round trips to the Moon). Up there, she ran over 210 experiments, including tests of cancer drugs in zero gravity and 3D printers that can build structures close to human tissue. Six spacewalks, 42 hours floating outside the station. She learned Russian for the training. She flies supersonic jets. Right now, Koch is on Artemis II, heading for a flyby behind the far side of the Moon. The crew launched on April 1 and is on track to travel about 252,000 miles from Earth, which would break the all-time human distance record of 248,655 miles set by Apollo 13 in 1970. That record has stood for 56 years, and it was set during a disaster that nearly killed the crew. Fred Haise, one of the Apollo 13 astronauts, is 92 now. He told Koch: “I heard you’re going to break our record.” Nobody had left Earth’s neighborhood since December 1972. Koch and her three crewmates are the first in 53 years, and they are coming home at about 25,000 mph. That is faster than any crewed spacecraft has ever come back through the atmosphere.
Image Source: https://x.com/anishmoonka/status/2040192369002184966?s=43&t=WPc6_-lleO_FubhB07bVhA
Mar
27
“Research is formalized curiosity. It is poking and prying with a purpose.”
~Zora Neale Hurston, American anthropologist and writer
Teague and DeepAI
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Mar
20
Participatory Action Research: An Approach to Democratizing Inquiry
“Participatory Action Research (PAR) is an approach to inquiry that centers those most impacted by the phenomena under investigation, and focuses on using co-produced knowledge for action to improve local conditions.” ~Binet, et al., 2025
Image: Teague, Generated with DeepAI.org
References
Binet, A., Gavin, V., Abreu, D., Baty, C., Chengerei, M., Genty, J., Justice, W., Tepoz Mendez, A., Roderigues, G., Underhill, D. and Schreck, K.S., (2025). ‘Together We Know a Lot’: A reflective case study of social learning through Participatory Action Research. Planning Theory & Practice, 26(5), p. 702-719.
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Mar
13
Our Weekend Ed. Quote features a timeline of 200 years with a quote from the 1800’s and an image generated by DeepAI ~ yesterday.
“Young people must break machines to learn how to use them; get another made!” ~ English scientist Henry Cavendish (1731–1810), as quoted in Biographical Memoir of Henry Cavendish by the French naturalist and zoologist Georges Cuvier.
Photo generated by DeepAI, Deepai.org
Henry Cavendish is the scientist who is 1798 effectively “weighed” the Earth — without leaving his laboratory. Cavendish reportedly made this remark when he was informed that a young man had broken one of his expensive and valuable scientific instruments. Despite being famously shy and reclusive, this quote reflects a surprisingly pragmatic view of scientific education—that the cost of broken equipment was a necessary investment in the learning process of the next generation. Breaking, making, and tinkering would continue to influence Learning through the theoretical endeavors of Seymour Papert, Kolb, and Seimens.
References
Cuvier, G. (1828). Biographical memoir of Henry Cavendish. The Edinburgh New Philosophical Journal. p.222.
and https://en.wikiquote.org/wiki/Henry_Cavendish
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