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At the conclusion of our session, what is the most effective prompt or AI use idea you discovered today?

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My prompt: You are an instructor for a first-year, first-semester orientation course for new college students at NC State University. This class is designed to familiarize new college students with NC State-specific campus resources and student success strategies, including how to leverage AI to support and improve their note-taking and study skills.

Create a one-page (front and back) guide and corresponding assignment on how students might use AI for note-taking and studying for quizzes, tests, etc.

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My prompt: I am teaching an orientation course to transfer students in the College of Ag and Life Sciences at NC State. I want to come up with activities to get them engaged on day one and introduce the syllabus.

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[Include how your company serves a diverse customer population (gender, race, religion, ability, etc); as well as how your company recruits and maintains a diverse workplace],

[Explain how the business caters to a diverse population, both customers and employees]

using [this website: https://poole.ncsu.edu/undergraduate/advising/about-advising/[Role or ]

for [undergraduate students, parents, families]

with [bullets, charts, tables, infographics]

in a [professional business style].

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I wanted a tour of a plant cell and this is what I got:

Alright everyone, gather 'round, gather 'round! Welcome to the grand tour of the plant cell, the very foundation of all plant life! My name is Gemini, and I'll be your guide today as we explore this bustling metropolis of microscopic machinery.

First, let's take a look at our exterior. What you're seeing here is the cell wall, a sturdy, rigid fortress made primarily of cellulose. Think of it as the exoskeleton of the cell. It provides structural support and protection, keeping everything in place and safe from the outside world.

AND it went on and on. I think that this was excellent and something that I could have my students create so that there are errors and then they could exchange them and fix the problems.

Bravo Gemini.

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I teach an undergraduate MIS course for students where English is a second language. I want them to understand what AI can effectively do and where there are risks. what are some topics to include in my syllabus

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Here is a one-page training plan for a three-day Work Zone Safety Certification Course, incorporating elements from the provided sources and our conversation history, designed to be professional, firm, friendly, and conducive to adult learning.

Work Zone Safety Certification Course: 3-Day Training Plan

Institution: ITRE at North Carolina State University (NCSU) [conversation history, 1] Target Audience: Public Works Professionals (adults, ages 19-60) across North Carolina [conversation history, 1]. This training acknowledges their vital role on the front lines, ensuring roadway safety and protecting lives in work zones [conversation history, 1]. Course Goal: To equip participants with the critical knowledge and skills necessary to uphold the highest standards of safety in work zone environments, leading to NCDOT Work Zone Safety Certification [conversation history, 1].

I. Course Design Elements & Philosophy

This training plan is structured around key course design elements to ensure an effective and engaging learning experience:

Student Profile: Understanding that our participants are experienced professionals, the course will leverage their existing practical knowledge through active participation and collaborative learning [conversation history, 1].

Learning Objectives: Each day will build upon core concepts to meet the NCDOT certification requirements, focusing on comprehensive understanding and practical application of safety principles [conversation history, 1]. Our collective goal is to ensure participants leave confident and capable [conversation history, 1].

Format of the Course: This will be a highly interactive and collaborative learning environment [conversation history, 1]. It's designed for facilitation that encourages participation and learning, where all participants are encouraged to ask questions, share observations, and contribute to discussions, enriching the experience for everyone [conversation history, 1]. This approach fosters a professional, firm, yet friendly atmosphere [conversation history, 1].

Syllabus: The outline below details the progression of topics and activities over three days.

Instructional Materials: A blend of presentation slides, NCDOT manuals, relevant case studies, group exercises, and practical demonstrations (where feasible) will be utilized to support diverse learning styles (Note: Specific material types inferred).

II. 3-Day Course Syllabus Outline

(Note: Specific topics and activities within each day are illustrative and not directly detailed in the provided sources, but are designed to meet the NCDOT certification goal.)

Day 1: Foundations & Fundamentals of Work Zone Safety

Morning Session: Introduction & Regulatory Framework

Welcome and Course Overview (setting the tone for a productive, insightful session [conversation history, 1])

NCDOT & MUTCD Standards: Overview of essential regulations and guidelines governing work zones.

Roles and Responsibilities of Work Zone Personnel.

Introduction to Temporary Traffic Control (TTC) Zones and their components.

Interactive Activity: Group discussion on common work zone challenges faced by participants.

Afternoon Session: Planning & Design Principles

Site Assessment and Data Collection for TTC Plans.

Types of Temporary Traffic Control Devices: Signs, Channelizing Devices, Barricades, etc.

Developing Basic TTC Plans: Hands-on exercises for simple scenarios.

Interactive Activity: Case study analysis of well-executed vs. poorly executed work zone setups.

Day 2: Implementation & Operational Safety

Morning Session: Device Application & Flagger Operations

Proper Installation and Maintenance of TTC Devices.

Flagger Certification Essentials: Comprehensive training on flagger duties, communication, and safety protocols.

Work Zone Illumination and Nighttime Operations.

Interactive Activity: Practical flagging scenarios (simulated or real-world if facilities allow).

Afternoon Session: Worker Safety & Incident Management

Personal Protective Equipment (PPE) Requirements and Use.

Vehicle and Equipment Safety in Work Zones.

Emergency Response & Incident Management within a work zone.

Interactive Activity: Small group problem-solving exercises for incident response.

Day 3: Advanced Concepts, Risk Management & Certification

Morning Session: Advanced Work Zone Configurations & Technology

Complex Work Zone Setups: Intersections, Multi-lane Closures, Detours.

Work Zone Intelligent Transportation Systems (ITS) and Emerging Technologies (e.g., Smart Work Zones).

Pedestrian and Bicycle Accommodation in Work Zones.

Interactive Activity: Open forum for advanced questions and complex scenario discussions.

Afternoon Session: Review & Certification Assessment

Comprehensive Review Session: Q&A based on participant questions and key learning points.

NCDOT Certification Exam: Administered in a proctored environment.

Course Wrap-up and Future Resources.

III. Assessment Strategy

Certification for this course is primarily achieved through a proctored NCDOT certification exam on Day 3. Active participation and engagement throughout the three days are crucial for successful preparation and demonstrating a commitment to safety standards [conversation history, 1].

IV. Important Notes

Participants are expected to actively engage in all discussions and practical exercises.

Relevant NCDOT manuals and supplementary materials will be provided to each participant.

This plan emphasizes a facilitative approach, valuing the practical experience participants bring to the learning environment [conversation history, 1].

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I'm writing a plan for the first class session of ADN 492 to introduce the syllabus and get students started with a warm-up exercise. Let's break this down into a structured, step-by-step approach.

First, based on the syllabus, what are the three most important pieces of information students need to know on day one? Let's focus on the key components that will immediately impact their experience, such as attendance, the group project, and the first deliverables.

Once we've identified those, suggest a logical sequence of activities for the first class to cover this information in an interactive way.

Finally, for the warm-up exercise mentioned in the syllabus, generate a prompt that a student could use in their reflective journal to assess their early understanding and track their growth.

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Prompt: Attached is a course syllabus for a graduate-level class. Make an infographic that lists all assignments with due dates and a brief description of no more than 3 bullet points each.  -- Gemini produced a text-based list (which was good) but not an infographic, saying "Since I can't generate an actual image, I'll provide you with a text-based infographic layout for the PSY 789 assignments." I used Gemini to make an infographic for something else last week, so I am surprised by this response.

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ChatGPT Prompt: You are an engineering education expert. I am the Director of the Engineering First Year Program at NC State University, a large, public higher education institution. I am teaching a hybrid course for engineering first-year students that focuses on the NAE's Grand Challenges of Engineering and engineering major exploration as it relates to solving the Engineering Challenges. Can you help me brainstorm some 15 minute course activities related to these topics that utilize LLM AI tools?

I was happy with ChatGPTs suggestions!

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Original: Change this learning outcome from: Students will define what creates identity and describe, in their own words, how it compares and contrasts with others.

Gemini created: Students will identify what creates identity, describe their own identity, compare it to that of others, and summarize the similarities and differences.

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AI-enhanced prompt for revising learning objectives in a course to incorporate generative AI wherever appropriate.

AI Role and Context: Act as an instructional designer, helping revise course-level learning objectives for a 3-credit-hour, introductory-level, undergraduate course on the design process. The instructor would like to explore ways to integrate the appropriate use of generative AI into student learning while maintaining clarity about which parts should be done independently.

Knowledge: You are familiar with course design best practices, instructional alignment, the AI Revised Bloom’s Taxonomy (including AI-supported thinking), and the distinction between human-centered skills and AI-enhanced tasks. You can recognize where AI use may support learning (e.g., brainstorming, drafting, summarizing) and where human thinking is essential (e.g., ethical reasoning, personal reflection, judgment).

Existing Objectives to Revise: Below are the existing learning objectives for ADN 492:

CO1. Understand and Apply Fundamental Design Principles

Explain and apply the core stages of the design process.

Apply basic design principles in varied practical projects.

CO2. Develop Observation and Research Skills

Utilize observation methods to gather and analyze information.

Implement basic research methods and strategies to inform and inspire design decisions.

CO3. Improve Communication and Presentation Skills

Effectively communicate design ideas through written and visual presentations.

Participate in critiques and discussions to articulate and refine design concepts.

CO4. Enhance Critical Thinking and Problem-Solving Skills

Engage in critical analysis of design problems.

Develop innovative solutions through iterative design processes.

CO5. Collaborate Effectively in Team Projects

Work collaboratively to achieve common design goals.

Utilize feedback from peers and instructors to improve design outcomes.

Task: Review the provided learning objectives and revise them to improve clarity, alignment, and cognitive appropriateness. For each objective, indicate where students might use AI to support, but not substitute, the intended learning.

Output: List each original objective followed by a revised version. If no revision is needed, label it as "No change needed". Include a brief explanation (1–2 sentences) of the revision rationale, focusing on how the change enhances learning while preserving human-centered skills. The final output should follow this structured format for each objective.

Parameters: Ensure all objectives begin with a measurable action verb. Maintain alignment with the course’s cognitive level (e.g., Apply, Analyze, Evaluate, Create). Do not replace human-centered learning tasks with AI; only supplement where appropriate.

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Original Objective:
Analyze the purposes and processes of sizing, desizing, and singeing in textile processing, identifying key equipment and chemicals used.

AI Integration Opportunity:
Students could use AI to summarize industry case studies, compare common equipment types, or generate sample descriptions of processing steps for study. However, the actual analysis and understanding should remain student-driven.

Revised Objective:
Analyze the purposes and processes of sizing, desizing, and singeing in textile processing by interpreting summaries and examples generated with AI to identify key equipment and chemicals used.

Rationale:
This revision clarifies that AI can support content access and comparison, but students remain responsible for analysis—reinforcing human-centered interpretation and judgment while improving efficiency in gathering examples.

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I'm teaching a program evaluation course for doctoral students in the field of education--K-12, higher education, health educators teachers and leaders. What AI related objectives and outcomes can I add to the course? Build on the learning outcomes and objectives in the uploaded syllabus. ---Gemini response --- Based on the course's existing structure and a thorough understanding of the intersection of AI and program evaluation, here are some AI-specific objectives and outcomes you can add to your course. These are designed to build upon your current learning outcomes, not replace them.

I have categorized the new outcomes to align with the core themes of your existing syllabus.

AI Course Objectives

To explore the use of AI as an augmentation tool in program evaluation, with a focus on its capabilities in data analysis, stakeholder engagement, and reporting.

To provide students with a framework for evaluating educational programs and policies that are powered by AI, considering new ethical, political, and practical challenges.

New Learning Outcomes (To Add or Integrate)

Building on Outcomes 3, 9, 11, 12 (Systematic Inquiry & Methods): These outcomes focus on evidence-based inquiry and data analysis. Adding AI expands the toolkit available to evaluators.

17. (New) Employ AI-powered tools for data analysis and synthesis. Students will be able to utilize AI for tasks such as:

Conducting sentiment analysis on large volumes of qualitative data (e.g., student feedback, open-ended survey responses) to identify key themes and attitudes.

Automating the transcription and initial thematic coding of interviews and focus groups.

Identifying patterns and correlations in large quantitative datasets that may be difficult to discern with traditional statistical software.

18. (New) Differentiate between the affordances and limitations of AI-powered data analysis. Students will be able to critically assess when AI is a suitable tool for analysis and when it is not. They will be able to recognize the risk of algorithmic bias and "hallucinations" in AI-generated insights and understand the necessity of human oversight.

Building on Outcomes 8, 16 (Stakeholder Engagement & Utilization): These outcomes center on engaging with value holders and promoting the use of evaluation findings. AI can enhance these processes.

19. (New) Design an AI-enhanced stakeholder engagement plan. Students will be able to propose a plan for using AI tools to facilitate communication with value holders. This includes using AI to:

Draft tailored, clear, and consistent communication for different stakeholder groups.

Use AI-powered dashboards to present real-time, easily digestible data to stakeholders, thereby enhancing transparency and trust.

Automate the collection and initial synthesis of stakeholder feedback to ensure their voices are heard and used in a timely manner.

Building on Outcomes 1, 5, 13 (Defining & Designing Evaluation): These outcomes are about the fundamentals of evaluation design. The addition of AI as a program type introduces a new and complex object of evaluation.

20. (New) Design an evaluation for an AI-powered educational program. Students will be able to apply the course's conceptual models to evaluate an AI-driven program, such as an intelligent tutoring system or an AI-based curriculum tool. This includes:

Creating a logic model that accounts for the AI's inputs, algorithms, and intended outcomes.

Formulating research questions specific to the AI's performance, user experience, and impact on learning.

Selecting methods to measure the "black box" nature of some AI systems.

Building on Outcomes 14, 15 (Ethics & Cultural Responsiveness): These outcomes are critical for ethical and responsible practice. AI introduces a new set of ethical considerations that are vital for evaluators to understand.

21. (New) Identify and offer resolutions to ethical dilemmas specific to AI in evaluation. Students will be able to identify key ethical issues, such as:

Data privacy and security: How to protect student data when using or evaluating AI systems.

Algorithmic bias: How to detect and mitigate bias in AI tools that could lead to inequitable outcomes for students from different cultural or socioeconomic backgrounds.

Transparency and explainability: How to address the challenge of evaluating a program when its internal workings (the AI) are not fully transparent.

22. (New) Apply a culturally responsive lens to the evaluation of AI systems. Students will be able to critically assess how an AI-powered program accounts for the cultural context, values, and traditions of its target population and how an evaluator can ensure the AI is not perpetuating cultural biases.

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creating rubrics and scripts for videos

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You are a computer science professor in an R1 public institution teaching undergraduate students, most of which are seniors. For the writeup of a programming assignment for a class presented below, create a checklist of items expected in the solution that a grader should look for, and provide feedback on, to make sure everything was implemented correctly and help students improve. Nested checklists are okay if needed.

[Assignment writeup here]

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creating scripts for videos. creating case studies.

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creating rubrics and prompts for my course assignments!

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I want to use Gemini to create scripts, study guides, and scenarios.

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creating rubrics and discussion board prompts