Lindo, Theresa

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Professor Lindo she worked in the public sector as a diplomat with the U.S. State Department and International Trade Officer with the U.S. Department of commerce. Professor Lindo has also worked extensively in the private sector as Marketing and Communications manager (with a focus on advertising, public relations and journalism). After relocating to Italy in 2008, Professor Lindo worked as translator, interpreter, content editor, ghost writer and contributing author for the English-language websites of an Italian geopolitical think tank and a European investment fund. She then shifted into education as Instructor of Advanced Communications Strategies at the Central Bank of Italy (Banca d’Italia), and as Adjunct Professor in Rome-based, American universities, where she teaches Writing Fundamentals, Writing from Research, Intensive English Composition, Advanced English Composition, Analytical Reading and Writing, Writing for Business, Marketing and Organizational Communication, Integrated Marketing Communications, Intercultural Communication, and Social Entrepreneurship.

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    A Liberal Arts Guide to Academic Writing in the Age of AI: Crafting Meaning, Empowering Students. Making the Most of Artificial Intelligence Tools to Enhance the Liberal Arts Approach in Academic Writing
    (2024) Campbell, Christin; Keenan-Thomson, Tara; Lindo, Theresa; Romano, Nicoletta; Rutt, Andrew
    The advent of generative Artificial Intelligence (genAI) and large language models (LLMs) will require a sea change in how and what we teach students of all levels. Research strongly suggests that most university students are regularly using it in our courses, so it is incumbent on us to establish norms and best practices in our classes regarding AI use, ethics, and literacy. This strengthening guide provides modular lesson plans for an advanced university-level English Composition course that focuses on the teaching of critical reading and writing as well as information literacy. This guide provides: • practical lessons that address genAI and LLMs and its interaction with Liberal Arts approaches to teaching and learning; • genAI tools to use and suggestions about when to use them in class; and • assignments and assessment rubrics. We argue that the appropriate response to advancements in these technologies lies in the foregrounding of the liberal arts approach and the direct use and exploration of these new tools to enhance that perspective. This requires a shift in teaching that moves from product to process and focuses on critical reading and writing in shorter collaborative bursts that build toward a final written project rather than production of full-length assigned papers to be completed by students at home on their own. This guide was written by an interdisciplinary team of instructors and reference and instruction library professionals at John Cabot University in Rome, Italy. The project was completed in partnership with Parami University through the Open Society University Network and supported in part by a grant from the Open Society Foundations.