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Course Home Intro Q&A Discussion Definition of AI Lesson 1.1 Ethics of AI Lesson 1.2 Engagement Lesson 1.3 HTML Lesson 1.4 AI Prompts AI Course Reflection Course Survey

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📌Using AI for Personalized Teaching

As you use AI more often, it will start to learn your teaching style and generate responses that feel tailored to you. These prompts are just starting points to help spark ideas.

- Tweak prompts to match your instructional needs

- Add context (course level, subject, student challenges) for better results

- Practice prompt-writing to make AI a more effective teaching assistant.
- Model your preferences: Share what you like, dislike, or want adjusted.
- Use iteration: Ask AI to refine, expand, or condense until it meets your needs.
- Blend your expertise: AI should assist, not replace, your scholarly voice.

⭐Start your prompt off with giving your AI a role. "You are a (insert discipline) professor and you have been tasked with....." or "you need to ...."

This helps because:

1. Sets the tone – The AI adjusts its language and depth to match the role.
2. Focuses the response – Narrowing the “lens” helps avoid vague or off-topic answers.
3. Improves accuracy – The AI is more likely to pull from the right domain knowledge.
4. Shapes the output style – Whether you want bullet points, technical detail, or creative writing, a role helps the AI know how to deliver.

Think of it as giving the AI a job description before you assign the task, it makes the response more relevant and useful.

SEE PROMPTS BELOW⤵️

Course and Syllabus Design

Draft three syllabus policy statements on AI use in a [200-level American History] course: one permissive, one restrictive, and one balanced. Include rationale for each that I can adapt.

Assignment & Assessment Development

Redesign a standard research paper prompt in [Biology] to make it AI-resistant but still encourage deep critical thinking. Provide rubric criteria as well.

Assignment & Assessment Development

Generate a set of 5 alternative assessment formats (presentations, case studies, debates, peer reviews) for [course/topic].

Campus Engagement Activity

Suggest a unique, out-of-the-box activity that gets students learning [subject] outside the classroom—something that can happen on campus and involves peer interaction.

Research & Scholarly Work

Suggest conference presentation titles and abstracts for a faculty paper on [topic].

Bonus: Draft possible journal outlets and CFPs (Calls for Papers) aligned with research in [discipline].

Scaffolded Teaching Plan

I am a college instructor teaching an [Introductory Psychology / Organic Chemistry / American History] course. Can you help me design a scaffolded teaching plan that introduces this topic step by step, supports a diverse group of learners with varying backgrounds, and includes active learning strategies, formative assessments, and opportunities for deeper critical thinking?

Teaching Efficacy

Provide a faculty email to a colleague summarizing end-of-term outcomes and potential curriculum adjustments

Teaching Efficacy

Draft professional but approachable feedback for a student who struggled with [topic], offering both encouragement and actionable advice.

Daily Reminder Checklist

Provide a daily checklist for teachers to stay organized, including classroom setup, communication with parents, lesson adjustments, grading tasks, and self-care reminders.

Student Engagement & Guidance

Create AI-safe scaffolding prompts students can use to brainstorm ideas for a [History essay / Nursing care plan / Literature analysis] without giving them a finished product

Student Engagement & Guidance

Generate 5 critical thinking discussion questions about the ethical implications of using AI in [discipline]

Out of the Box Ideas

Generate potential Canvas module structures for a fully online course in [discipline], including suggested multimedia elements.

Out of the Box Ideas

Design an assignment where students critique AI-generated proofs in [Abstract Algebra] for logical validity and rigor

Course and Syllabus Design

Suggest a week-by-week reading and assignment schedule for [Intermediate Accounting], balancing primary sources, textbook readings, and applied problem sets.

Assignment & Assessment Development

Create a comparative assignment where students evaluate AI-generated responses against scholarly sources in [Philosophy / Nursing / Business Law].

Technology-Integrated Lesson

Create a lesson plan where students use their personal technology (phones, tablets, laptops) to create a digital product—such as a short video, presentation, or digital artwork—demonstrating their understanding of [topic].

Classroom Management Strategy

I’m facing challenges with [specific behavior issue]. Provide 5 evidence-based classroom management strategies I can use tomorrow, including proactive and positive reinforcement ideas

Research & Scholarly Work

Create an annotated bibliography of 8–10 peer-reviewed sources on [topic] with summaries written in professional academic tone.

Research & Scholarly Work

Draft possible journal outlets and CFPs (Calls for Papers) aligned with research in [discipline].

Project-Based Learning Idea

Design a creative, hands-on project for [topic] that students can complete over two weeks. Include project steps, collaboration options, and how students can present their learning.

Teaching Efficacy

Summarize 40 student reflection essays into 3–4 overarching themes with representative quotes

Technology-Integrated Lesson

Create a lesson plan where students use their personal technology (phones, tablets, laptops) to create a digital product—such as a short video, presentation, or digital artwork—demonstrating their understanding of [topic].

Efficient Grading System

Suggest efficient ways to grade [assignment type] for [number of students], using rubrics, technology tools, and batch feedback techniques to save time without sacrificing quality.

Student Engagement & Guidance

Draft a short handout for students explaining how to cite AI tools correctly in APA, MLA, and Chicago formats.

Out of the Box Ideas

Design a collaborative assignment where students critique AI-generated case studies in [Business / Sociology] for accuracy, bias, and relevance.

Out of the Box Ideas

Create a faculty reflection journal template that helps me track how I experiment with AI each week and what impact it has on my teaching.

📚 State of the Field of Language and Lit: How Faculty Are Responding to AI in Writing Courses

First, you are not alone! We understand the issues and where you are at. We have been reaching out to other institutions to learn more about processes, what others are doing, and how we can help you navigate this unexpected and unwanted technology. Our issue, is our hands are tied. We have been working tirelessly to find solutions for you and we will continue to do so. Faculty across higher education are grappling with the same challenges: students who want AI to “do the writing” for them, and the need to preserve writing as a process of thinking and discovery. Here’s what colleagues around the field are doing:

TRY THESE WINS!

Ideas you can use today that still work. Use the dropdown menus to reveal more!

✨ Paper-First, Slow Release

Some institutions have gone “back to paper” at the start of term, requiring students to handwrite essays and citations.
Only after students demonstrate an understanding of the basics are citation generators, word processors, or AI brainstorming tools introduced.
This staged approach mirrors the calculator analogy in math: first learn the process, then responsibly apply the tool.

📝 Process-Based Grading

Instructors emphasize how students arrive at their writing by grading outlines, annotated bibliographies, drafts, and revision notes alongside the final essay.
Some require AI reflection logs where students disclose when/how they used AI and evaluate the quality of its output.
This keeps the focus on thinking through writing rather than outsourcing it.

🔍 Critical AI Use

Assignments that ask students to critique AI-generated essays against scholarly sources.
Faculty design tasks where students edit, annotate, or fact-check AI writing to sharpen their critical reading and evaluative skills.

💻 Online & Asynchronous Courses Step

Since AI use can’t be “controlled” in online spaces, many professors shift toward assessments that reveal authentic understanding:

Oral defenses of written work.
Peer review workshops.
Discussion-based reflections connecting writing to personal insights.

🎓 Scholarly Trends

At MLA and pedagogy-focused conferences, faculty report using AI as a teachable moment rather than simply a threat.
Draft + prompt submission is becoming more common: students must show not only their essay but also the AI inputs and how they shaped revisions.

✍️These still work

In class essays
Handwritten drafts (for online attach image to LMS)
Proctored writing labs
Timed writing (create a quiz in Canvas, change "Assigment Group" To Assignment Add directions to the assignment and select the amount of time students have to write the assignment. Make the essay short enough that students do not have time to add the prompt to AI, copy, paste, and revise. Do this on the first day of the course to get a good idea of what type of writer they are. Tell them the writing must be in their own handwriting and they must submit an image of their writing to Canvas. This will be your baseline of understanding who they are.

📜The Process is the Product

Make revision memo 1/2 - 1 page
"Explain one sentence you re-wrote and why"
Margin comments explaining rhetorical choices
Draft comparisons (before/after)

🔎Confirm Authorship Without Becoming a Detective

2-minute video or audio reflection
"Talk me through your thesis"
"Why did you choose this passage?"

This is not about catching students. This IS about knowing your students voices

🗣️We Are Not Letting Go of Basics

Affirm Explicitly
- Sentence Structure
- Clarity
- Argument Flow
- Grammar and Mechanics
Practical Tactics
- Isolate one paragraph or sentence for close grading
- Short grammar-focused revisions
- Sentence-level workshops (online or in-class).

🪟TBounded, Transparent AI Use

AI may be used for brainstorming or outlining, but not for drafting submitted prose unless cited and reflected upon.

Critique an AI-generated paragraph
Identify what AI missed in interpretation
Review AI output and explain every change
Draft and prompt submission is becomming more common: students must show not only their essay but also the AI inputs and how they shaped revisions.

😉More Strategies to Avoid/Limit AI Use

In Class: Return to Analog / Handwritten Paper and Pencil
Chunk assignments into stages with credit given for the process, not just the essay.
- proposals
- outlines
- annotated bibliographies
- drafts
In class: Writing and Exams to prevent out of class AI assistance
Trojan Horse Assignments:
- Embed specific, unique or recent classroom/discussion-based references in prompts that AI would not have access to
- make generated text irrelevent or fake
Oral Presentations (scheduled online to do on Live TEAMS/Zoom) & Defense
Focus on Local or Niche subjects: Analyze specific, non-digitized, in-person exhibit or archival material (maybe from within the school)

🌐Re-Designing Online Teaching

Video-Based Assignments: Instead of submitting written text:
- students submit video or audio logs, like an oral reading
- video presentations
- in-depth explanations of their work with questions that they are not assuming are coming
Interactive Chat/Video Interviews: Make them an assignment and part of the class (Teams/Zoom/Big Blue Button)
Reflective Portfolios: Students maintain a portfolio documenting their writing proces, including rough drafts, notes, and reflecton on how their ideas developed over time
Documented Hitory: Use version history for both Google and Microsoft, and editing logs to erify that the students wrote the paper over time rather than pasting a final draft.

✅ Key Takeaway: You’re not alone. Across the country, literature and writing professors are experimenting with ways to slow students down, reinforce process, and reframe AI as a tool for thinking rather than a shortcut to finished work. Many faculty are shifting to teaching **ethical, transparent, and critical engagement**. For now, that's where the CTLE can help. We will continually work to bring you solutions as soon as we can get access to them. If you have suggestions and have found something that works in your course, please share your expertise. The more we are together in this, the more we can work together to provide better solutions for all.