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For composition: using AI to expand the word count of an assignment, then asking students to assess 1) how it expanded (more verbs? adverbs? more actual information? emotional appeals?), and 2) the effectiveness (was it more persuasive?)

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For composition: using AI to expand the word count of an assignment, then asking students to assess 1) how it expanded (more verbs? adverbs? more actual information? emotional appeals?), and 2) the effectiveness (was it more persuasive?)

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for asynchronous - video responses

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Have students balance research with AI generation. Assess their prompt (If you want to check the ‘work’, have them upload the result of the AI search.).

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Have students balance research with AI generation. Assess their prompt (If you want to check the ‘work’, have them upload the result of the AI search.).

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During drafting, have them upload the draft and the AI ‘corrected’/improved draft, followed by their own reactions.

If you want them to demonstrate learning how to edit, have them reflect on the differences between the drafts.

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Use AI to develop marketing strategy to promote the field of Aging

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Use AI to develop marketing strategy to promote the field of Aging

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ask students to include more discussion about their speciific process in project, etc, as part of course reflection

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ask students to include more discussion about their speciific process in project, etc, as part of course reflection

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Use diagrams to bring together the thought process of a brainstorming activity

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use AI to help them identify current problems/unmet needs to identify focus for open-ended conceptual design project.  

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use AI to help them identify current problems/unmet needs to identify focus for open-ended conceptual design project.  

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Agree about asynchronous online difficulty. Maybe we need more interactive content.

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Role play with ChatGPT (e.g., interviewer and interviewee)

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Role play with ChatGPT (e.g., interviewer and interviewee)

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Use rubric to assess AI Essay and then rewrite.

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use AI to find current research related to their interests, perhaps ask for summary of paper; then student re-frames/analyzes their takeaways, how it relates to them/their interests

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use AI to find current research related to their interests, perhaps ask for summary of paper; then student re-frames/analyzes their takeaways, how it relates to them/their interests

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MedEd-"Talk to" an AI-patient to develop clinical diagnosis

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MedEd-"Talk to" an AI-patient to develop clinical diagnosis

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How did you fact check what AI produced in a tax case.

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Pulling everything together in an essay or diagram on what you came up with and how

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Small group with identified roles - and then switch roles to demonstrate 360 skills

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Small group with identified roles - and then switch roles to demonstrate 360 skills

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Comparative analysis of student learning by human and AI

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Have students co-create with GenAI a learning plan for the semester

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Have students co-create with GenAI a learning plan for the semester

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iterative writing and reflective assignments on the process. Although I suppose reflections can be AI-generated fairly easily.

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iterative writing and reflective assignments on the process. Although I suppose reflections can be AI-generated fairly easily.

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Student can ask AI to give them a pep talk for persisting.

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How did you fact check tax research ChatGTP produced?

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How did you fact check tax research ChatGTP produced?

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Requiring and using AI use and copying/pasting the chat dialogue from the AI.

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Requiring and using AI use and copying/pasting the chat dialogue from the AI.

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Human-AI collaborative lit review. Use tools like Elicit, Perplexity and Research rabbit for review development. Include reflection about the process

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Human-AI collaborative lit review. Use tools like Elicit, Perplexity and Research rabbit for review development. Include reflection about the process

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In-class presentation of data and analysis. If data are oral interviews or conversations, recordings and transcripts are submitted.

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In-class presentation of data and analysis. If data are oral interviews or conversations, recordings and transcripts are submitted.

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Local qualitative and quantitative research

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Tutorials and check-ins with instructor (small group or individual)

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Tutorials and check-ins with instructor (small group or individual)

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Quick writes and most importantly "re-write"

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Quick writes and most importantly "re-write"

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Drafting a facilitation plan for a learning activity

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Drafting a facilitation plan for a learning activity

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Explain WHY they did what they did

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correcting pronunciation

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Student Use Rubric of comparing v1 and final version of assignment

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Student Use Rubric of comparing v1 and final version of assignment

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Provide a reflection on how they created their work.

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MedEd - Case-based & problem-based learning, flipped classroom

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MedEd - Case-based & problem-based learning, flipped classroom

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Relies on synchonous-in-person activities (wondering if asynchornous courses are most effected).

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Analysis of real student work

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Paper/presentation justifying why product was developed (for specific audience, context, etc.)

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Paper/presentation justifying why product was developed (for specific audience, context, etc.)

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In class discussion

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In class defense of an idea that they have submitted in writing.

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In class defense of an idea that they have submitted in writing.

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contributing to a wikipedia article and having those edits stay up

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contributing to a wikipedia article and having those edits stay up

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photographs/videos of students doing the work

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photographs/videos of students doing the work

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Video Essay/Presentation

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There really aren't many. I teach English. We read. we write.

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There really aren't many. I teach English. We read. we write.

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Create assignment that forces students to assess AI generated responses

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Create assignment that forces students to assess AI generated responses

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The good old Bluebook exam

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Critique other students' Social Media posts for client. 

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Critique other students' Social Media posts for client. 

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Running a learning activity for a small group of peers/real students

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Running a learning activity for a small group of peers/real students

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Design statements where students identify and reflect on how they created a work.

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Design statements where students identify and reflect on how they created a work.

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Business plan in a course on entrepreneurship

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Working through an interactive book with Q & A

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Role play

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Reviewing student processes in design, rather than just final project

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Reviewing student processes in design, rather than just final project

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Writing response to case study in class

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Long-term projects that require assessment and reflection along the way prior to a final product submission.

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Long-term projects that require assessment and reflection along the way prior to a final product submission.

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Collaborative annotations

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problem solving for pharmaceutical calculation

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Applying historical precedents to current situations that directly involve students 

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Applying historical precedents to current situations that directly involve students 

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Creating and testing assessments that students will use in their own classrooms

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Exploratory research

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I teach foundational writing skills, so an authentic assessment is having students demonstrate the ability to write an essay or respond clearly to a prompt.

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Data analysis that leads to forecasts and decisions

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Practical application outcomes in the field.

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Applying skills in projects that are connected to their work environments.