Explore how UW colleagues are using AI in their teaching, including instructional approaches, assessment and activity ideas, and sample wording to use or adapt (e.g., prompts, assessment policies).
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Mitigating AI Use in Assessments
- Ideology in action video project, Crystena Shandall-Parker, Social Development Studies
- In-term assessment types repeated on must-pass final exam, Jim Diamond, Jewish Studies
For additional assessment options to help mitigate AI use, see the Redesigning Unsupervised Assessments for the GenAI Era tip sheet.
Integrating AI Use in Assessments
- Using AI for critique, Michelle Ogrodnik, Kinesiology and Health Sciences
- Using AI for image generation to understand its strengths and limitations, Katherine Perrott, School of Planning
- Using AI for the emerging designer, Terry O’Neill, Stratford School of Interaction Design and Business
- Embedding ethical considerations for AI use in image generation, Paul Cegys, School of Critical and Creative Humanities
- Using AI for group-based critical appraisals, Lora Giangregorio, Kinesiology and Health Sciences
Communicating Expectations
- Statement prohibiting AI use, Amir Al-Azraki, Culture and Language Studies, Renison
- Instructor-student agreement, Lamees Al Ethari, School of Critical and Creative Humanities
- Statement permitting AI use for specific purposes, Zara Rafferty, Recreation and Leisure Studies
- Statement permitting AI use, Michael “Jack” Davis, Statistics and Actuarial Science
- Assignment-specific policies that permit or prohibit AI use, Clarence Woudsma, School of Planning
- Assignment instructions permitting AI use for specific purposes, Heather Mair, Recreation and Leisure Studies
- Including a GenAI transparency statement on your course outline, Teaching Support and Innovation
- Statement disclosing AI use by instructor and limiting student AI use, Crystena Shandall-Parker, Social Development Studies
Using AI for Activities and Instruction
- Using GenAI to help students personalize their learning of complex topics, Teaching Support and Innovation [sample prompt]
- Using GenAI to help students practice real-world scenarios, Teaching Support and Innovation [sample prompt]
- Using GenAI to help students improve their writing through feedback, Teaching Support and Innovation [sample prompt]
- Using GenAI in coding activities, Teaching Support and Innovation [sample prompt]
- Using GenAI in problem-solving activities, Teaching Support and Innovation [sample prompt]
- Using AI to assist in writing alternative text to support accessibility, Teaching Support and Innovation [sample prompt]
Supporting Course and Curriculum Designs
- Using GenAI to brainstorm and draft course sequencing and topic ideas, Teaching Support and Innovation [sample prompt]
- Using GenAI to draft course descriptions, Teaching Support and Innovation [sample prompt]
- Using GenAI to draft course-level intended learning outcomes (ILOs), Teaching Support and Innovation [sample prompt]
- Using GenAI to compare various aspects of existing programs, Teaching Support and Innovation (with MS Copilot) [sample prompt]
- Using GenAI to check alignment of draft program learning outcomes (PLOs) to degree-level expectations (DLEs), Teaching Support and Innovation (with MS Copilot) [sample prompt]
- Using GenAI to brainstorm ideas for capstone courses, University of Guelph as licensed under CC BY-NC-SA 4.0. [sample prompt]
Using AI for Course Administration
- Using GenAI to draft email messages to students, Teaching Support and Innovation [sample prompt]
- Creating a weekly course announcement, Teaching Support and Innovation [sample prompt]
- Summarizing course feedback, Teaching Support and Innovation [sample prompt]
- Tracking missed assessments, Teaching Support and Innovation [sample prompt]
- Building a course FAQ from a syllabus, Teaching Support and Innovation [sample prompt]