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Don't just say no, but also when it's helpful to use

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Don't just say no, but also when it's helpful to use

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In most assignments I indicate why not to use AI for certain elements, but also offer thoughts on ways when AI might be helpful and ethical. So it's never just a "Don't do it," but "this is why AI is not allowed/wanted here," information and thoughts on how AI might help in components where they're stuck.

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Created an AI research design based on an individual research question to analyze for integrity issues, rigour, and potential issues

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Reflections, and oral presentation elements

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Reflections, and oral presentation elements

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To ensure students are truly invested in the process of writing, there's a reflection requirement (done in class, by hand, with no phones/devices present) where students explain their choices and strategies for different parts of their projects (these reflections take place during the process, so one assignment has at least 3 reflections); additionally, students in most of my classes present on their "big" project at the end of the semester, and need to demonstrate fluency in their topic and also, be able to answer questions about their sources and their thinking in real time.

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Infused AI exploration throughout course

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Infused AI exploration throughout course

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Included exploration of, and option to practice, ethical use of AI in all steps in the research proposal development process. Created a "log template" for them to fill out throughout the course and submit with drafts of their proposal.

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Use AI to create checklists for inspecting areas for safety concerns.

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Use AI to create checklists for inspecting areas for safety concerns.

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AI was not good at most of my authentic assessments

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AI was not good at most of my authentic assessments

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AI gave me responses to every assignment i gave it. however, they were not good. i thought AI "should" be good at it, that these assignments were not cognitively difficult, but i was wrong.

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Including more oral presentations/discussions. Students create videos in discussion boards. If they can articulate their understanding and share it with others it is a win/win.

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Using Ai to revise assignments to be more accessible.

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Research on career pathways and linking adult occupational development theories with the skills and time requirements for these paths.

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Research on career pathways and linking adult occupational development theories with the skills and time requirements for these paths.

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Acknowledging my student's use of AI when addressing discussion posts and encouraging them to incorporate personal opinions about the subject matter and the document they have found on IA platforms.

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Integrating AI more intentionally, having fuller conversations (in class and online), teaching students to use AI to brainstorm and process course content.

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The prompts have changed to get more precise answers

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The prompts have changed to get more precise answers

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Purposefully design high AI use assignments

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Purposefully design high AI use assignments

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Provide AI prompts to help them engage meaningful ways, and encourage reflection about strenghts/weaknesses of outputs. Example: Having AI take on a role then interviewing them having them answer questions from the perspective of a famous person, then evaluate/fact check it.

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More use of AI to refine TILT instructions for assignments

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My assessments emphasise synthesis of evidence, justifications, decision making, inference, working backwards...I am trying to probe the differences between human and artificial intelligence. I want students NOT to use it, or to use it in ways that will show its limitations. Putting the question into a chat bar is not much fun, intellectually

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I designed an entire AI literacy course rooted in "fun" so they have a common language and expertise in their personal leisure. Helps them understand when they should or shouldn't use AI. Reflection on competencies is the assessment techniques used

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Relying less on homework and more on class activities 

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Relying less on homework and more on class activities 

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Practice or Industry based questions and analysis 

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Practice or Industry based questions and analysis 

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I use AI to help faculty and staff to create more effective policies and procedures.

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We've significantly increased our use of reflective writing and flipped classroom practices. 

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We've significantly increased our use of reflective writing and flipped classroom practices. 

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Alongside intentional integration of AI in assessments, I'm recommending use of the AID Framework by Dr. Kari Weaver as a way of documenting AI tool use in process.

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More in class hands-on group work connected to lived experiences.

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Students encouraged to use AI to generate three proposal drafts rather than the one required before tool was available

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Students encouraged to use AI to generate three proposal drafts rather than the one required before tool was available

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Can use AI any time in the project process - but reflect on where it was useful or not

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Can use AI any time in the project process - but reflect on where it was useful or not

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I promote critical AI literacy, and I open it up for students to use AI any time in the process of a large project with several steps - they each find it useful in different stages - some like it for brainstorming, some for grammar checks, some for image generation, others decide not to use it at all in the end... they develop their critical assessment of appropriate use for AI

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I have been designing CBE programs and courses for over 10 years. Using backward design to establish authentic assessments that measure competency aligns well with the issues and opportunities with GenAI. Including evidence of the student's experience in developing the authentic artifact is critical.

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Use notebook lm to create podcasts from articles 

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Use notebook lm to create podcasts from articles 

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Reminding students of WHY they are doing each assignment/activity/assessment. Why it will help them learn how to do something useful - why actually doing it adds value to their lives.

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Small adjustments and some new assignments

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Small adjustments and some new assignments

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I've also shown students prompts & AI responses and had students fact-check, "grade" AI responses.

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Replacing presentations with a new assignment where students build their own educational AI apps https://academicworks.cuny.edu/yc_oers/42/

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Enlighten students on how to use AI including their merits and demerits...

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Enlighten students on how to use AI including their merits and demerits...

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Created an interactive discussion about use of AI in developing a research proposal for a research methods course.

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Exploring Ethical AI Use in Research Proposals

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I don't see any option among these for teaching actual A.I. literacy in a way that doesn't ignore it but is directly confronts and illustrates why its inclusion in a first-year curriculum is wildly premature.

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Not a lecturer, but assisted a lecturer in how their students can review the text analysis examples different LLMs are giving them and comparing it to their own text analysis.

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I provide "real-world" case scenarios (from Perplexity) and have faculty reflect.

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Still working through push back issue.

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Using AI to peer review a draft lesson plan and then revising the lesson based on feedback in a College of Education class. 

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Using AI to peer review a draft lesson plan and then revising the lesson based on feedback in a College of Education class. 

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Gathering data, graph and write about it so hard for AI to do this for us (so far).

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Gathering data, graph and write about it so hard for AI to do this for us (so far).

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Have started providing prompt templates and guides.

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removed take home exams and quizzes - replaced with in person exams and quizzes! Works great!

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Created Socratic chatbots to measure student comprehension of course content and to help students organize notes, develop thesis statements and topic sentences and provide writing feedback.

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Continuously revising discussion prompts to include self-reflection on readings/videos, connecting to content.

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I created two assignment as foundation: the first specifically goes through how to use AI ethically (and what is unethical use). Then the following assignment uses AI for a foundation and then they have an evaluation. (FYI, I teach history)

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Strategies for teaching with AI -

connect your analysis to your own lived experience

draw on your personal history as well as on your aspirations

reflect on how this issue/topic makes your feel

given the assumption that you will have used AI, what would you critique about its response and how could your improve it?

what questions does it bring up for you and why are they meaningful to you?

do you see any aspects of “fractal ontology” in the topic; how does it connect with your world?

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Using custom AI chatbots to simulate real world Interactions.

Teaching them to use prompting and analyze results

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i teach a 100-level GE, and i have added "Effectively use AI tools to help meet the student learning outcomes of this class" because i want to teach AI literacy in class

i want my students to learn how to use these tools to help them learn...and when these tools are not good / will not help them

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We have been including AI in the ideation process for divergent thinking

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We have been including AI in the ideation process for divergent thinking

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Students do a lot of analog activities in class and reflect on them and learn a lot together in conversation

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I shifted all of my assignments to competency-based activities with reflection on AI integration/documentation.

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I include how to do things with AI for teachers most often.

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I have tutors compare human feedback with genAI feedback to consider what the differences are and what is valuable for the student-writer.

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In business courses we are teaching students how business professionals are using AI

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I integrated more community-based learning, so students go out in the community and teach other kids in public schools - so they need to know what they're doing and reflect on it (which AI can't really do for them).

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My colleagues almost ignore that it exists and see AI as a threat to social work

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Asking students do critique the output that AI spits at them

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Asking students do critique the output that AI spits at them

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Added brainstorming with AI for intro students on a project so they found way more ideas and enjoyed the experience.

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I am using the AI Assessment scale to be more transparant about how students will be using AI and in what way.

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Trying to teach students how to write a prompt to get them the information they need

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Trying to teach students how to write a prompt to get them the information they need

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What assessment changes are you planning or exploring for the near future?

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Share examples of assessments tied closely to real-world problems, professional contexts, or lived experiences.

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Share an assessment where AI is explicitly part of the task. How do you guide students in using AI ethically and effectively?

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Describe an assessment you have meaningfully redesigned to account for AI. What did you change, and how has it worked?

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Share small tweaks or updates you’ve made to your assessments in response to AI, such as minor changes in instructions, format, or grading.

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If your assessments are largely the same as before AI, share why. Are there barriers, uncertainties, or a sense that change is not yet needed?