Embedded Files
Planning Drafts
Planning Drafts
Goal
Goal
The goal of this project is for you to create or revise one instructional module that integrates generative AI in a way that supports student learning and aligns with key outcomes in your discipline. This could help students build digital skills relevant to their future careers, engage more deeply with course content, or complete assignments more effectively.
What Your Module Should Include:
What Your Module Should Include:
Your AI-integrated module should include the following components:
A short AI policy or expectations statement to clarify how students are allowed (or encouraged) to use AI in your course. Consider introducing the AI tool(s), how they connect to your subject area, and how students should use them ethically and effectively.
A low-stakes exploratory activity that lets students experiment with AI in a guided, low-pressure way related to your field
One AI-supported assignment tied to a core outcome in your course—this could involve brainstorming, analyzing, revising, or problem-solving with the help of AI.
A clear assessment approach for the AI-supported assignment, such as a rubric, checklist, or grading explanation
Optional: A student survey at the end of the module to help us understand how students experienced the activity and how it affected their learning. You're welcome to use the template survey I'll provide if you don't want to make your own.
Reflections (Please complete during or shortly after each session)
Reflections (Please complete during or shortly after each session)
Fall Semester Workshops:
Session 1: How is the presence of AI impacting your teaching? What are your ideas about the impact of AI on higher education and on our students' experience?
Session 1: How is the presence of AI impacting your teaching? What are your ideas about the impact of AI on higher education and on our students' experience?
Session 2: What are some innovative ways you've found that people are using AI tools in your teaching discipline? What practices and/or tools are you interested in learning more about or potentially adopting?
Session 2: What are some innovative ways you've found that people are using AI tools in your teaching discipline? What practices and/or tools are you interested in learning more about or potentially adopting?
Session 3: What are your plans to continue to adapt to the presence of AI in the classroom for the coming semester? Are there any specific tools or strategies that you're planning to try? What do you anticipate the challenge and benefits will be?
Session 3: What are your plans to continue to adapt to the presence of AI in the classroom for the coming semester? Are there any specific tools or strategies that you're planning to try? What do you anticipate the challenge and benefits will be?
Spring Semester Workshops:
Session 4: Session 4: How did today’s discussion of UDL and AI shift your thinking about assignment design? What is one change you’re considering as you revise or prepare materials for the coming weeks?
Session 4: Session 4: How did today’s discussion of UDL and AI shift your thinking about assignment design? What is one change you’re considering as you revise or prepare materials for the coming weeks?
Session 5: As AI tools continue to evolve, how are you adapting to maintain academic integrity, authentic assessment, and positive relationships in your teaching and work with students? What challenges have arisen, and how are you responding?
Session 5: As AI tools continue to evolve, how are you adapting to maintain academic integrity, authentic assessment, and positive relationships in your teaching and work with students? What challenges have arisen, and how are you responding?
Session 6: As AI tools continue to evolve, how are you adapting to maintain academic integrity, authentic assessment, and positive relationships in your teaching and work with students? What challenges have arisen, and how are you responding?
Session 6: As AI tools continue to evolve, how are you adapting to maintain academic integrity, authentic assessment, and positive relationships in your teaching and work with students? What challenges have arisen, and how are you responding?
Deliverables and Feedback:
Share your "work in progress" here and get feedback from our instructional design team.Deliverables and Feedback:
Please add your policy to the above linked document, either by linking a public file or pasting text. Include your name, discipline and/or specific course (if applicable).
Please add your assignment page to the above linked document, either by linking a public document or linking to a public Canvas page/module. Include your name, discipline and/or specific course (if applicable).
Please add your assignment page to the above linked document, either by linking a public document or linking to a public Canvas page/module. Include your name, discipline and/or specific course (if applicable).
Please add your assessment tool (or assessment guidelines) to the above document, either by linking a public document or linking to a public Canvas page/module. Include your name, discipline and/or specific course (if applicable).
Here's a student survey template we'll use to gather some data as we begin teaching more with AI in the coming semester. Feel free to use the survey here, modify it to fit your needs, or link your own. You can share the results you choose here in the spring.
Complete AI-Enhanced Modules (Draft in Fall, Refine in Spring)
Complete AI-Enhanced Modules (Draft in Fall, Refine in Spring)
Canvas Module Instructions:
Canvas Module Instructions:
Once you've completed the deliverables above, we're asking you to share them in a module on Canvas Commons so that others can use and adapt them. For stipend eligibility (or just because!) share a short Canvas module that includes:
• A brief AI policy or expectations statement describing how students may use AI in your course—what tools, for what purpose, and how to use them ethically and effectively.
• A low-stakes exploratory activity that lets students experiment with AI in a guided, low-pressure way tied to your field.
• One AI-supported assignment connected to a core outcome in your course, where AI helps students brainstorm, analyze, revise, problem-solve, or otherwise support authentic disciplinary work.
• A clear assessment approach (rubric, checklist, or short grading explanation) for that AI-supported assignment. This can be included in the assignment above.
• Optional: A short student survey at the end of the module to assess students' perception of your AI-supported assignment(s). This is not required, and you are welcome to use the template form above if you'd rather not create your own.
Contributors: Please open the document below in a new window to edit
Google Sites
Report abuse