Getting Started With AI

Adjust your student learning objectives (SLO) first, to make sure your assignments and assessments are leading toward your intended goal. Plan how you may need to differentiate between AI capabilities and human skills as you assess student work. Bloom’s taxonomy may be a helpful guide to writing SLOs, creating assignments, and assessing work.

Bring AI into one assignment. It might be one you’ve used in prior semesters, now with AI. Or, you might start with a new assignment. Test prompts and assignment instructions in the tool you’ve chosen before sharing it with students. Some subject matters that are more niche may present inaccuracies or limitations.

Put your AI expectations in your syllabus. Let students know that AI tools will be required in at least one assignment. Make the need to cite generative AI clear and tell them how to cite it for this course—or if generative AI will not be permitted, make that clear, too.

Incorporating AI into your classes will be a learning process. Sit beside your students and review the assignment afterwards. AI technologies in education and industry are going to continue to change, so the ability to test, evaluate, reflect, and adapt is key to working with AI. In fact, critically evaluating AI output is essential to AI literacy.

It’s OK to fail, as long as you learn from it. Be adventurous. Your students will be living and working in an AI world. Help them gain the courage, critical thinking, and ethical framework they will need to thrive.