Supporting Instructors Through AI

Important Considerations When Using AI 

While AI can be a helpful tool for instructors, it has shortcomings. AI is not infallible, and it can readily generate incorrect content and/or biased content. When using AI tools, you must follow your college’s approved policies and strictly protect student data. Do not enter any sensitive or personally identifiable information (PII) into AI prompts. This includes data protected under FERPA and other privacy regulations. Only use AI platforms that have been vetted and authorized by your institution and review the generated content for accuracy and bias. See Microsoft’s Considerations when using AI. 

If you share content in your course that was created solely by an AI tool (e.g., ChatGPT, Claude), you must disclose that it was AI-generated and cite the specific tool used. If you train or customize an AI tool using specific source materials (e.g., open educational resources), you must also attribute those sources. 

Developing Ancillary Materials 

Generate Assessments 

Various AI tools (Copilot, ChatGPT, Gemini, etc.) can generate assessment questions. Try this prompt template to develop a question bank based on the course learning outcomes and various levels of Bloom’s taxonomy. 

You are a [enter instructional/program area] professor teaching an [introductory, intermediate or advanced] course [at a two-year college or for dual credit high school students, etc.]. We need to develop a bank of questions for an upcoming test on [enter unit/module title]. I would like these questions to vary in type (short answer, fill in blank, multiple choice, T/F, etc.) and Bloom’s taxonomy level. Please generate (enter number) questions. Here are the course outcomes for this module: [paste in course outcome summary for specific unit or module within course]. I would like the test questions provided in a downloadable Word document that is organized by Bloom’s taxonomy level and has a corresponding answer sheet. 

Note: always review and check the questions to ensure that they fit in with your course and that the answers provided are correct. 

Make Podcasts from Course Content 

AI tools, such as NotebookLM, can generate AI podcasts based on source material. If your course uses openly licensed materials (e.g., creative commons license or public domain content) or content that you have developed, then you can add this content to the AI tool for quickly generating an AI podcast for students. See an example of a NotebookLM based on a Nutrition OER textbook for a potential AI tutor for students and to provide an AI generated podcast. To view the example, you must use a Google account. When sharing AI-generated podcasts with students, ensure that you attribute the source material and the AI tool. 

Leverage AI Learning Tools for Students 

Many AI tools (e.g., NotebookLM, Copilot) allow you to make custom chatbots that are developed from your uploaded sources which can be leveraged as an AI tutor for students so that they can get direct assistance when they need it. Again, to abide by copyright requirements, sources for these AI tutors should include openly licensed course content or your own content that you have developed. Some commercial textbooks may have AI tutors available on their platform. 

Google’s Learn About tool provides a conversational learning companion that adapts to the user’s questions, input and learning goals. Instructors can share this resource directly with students to use as a resource or use the tool to aid in creating course content and ancillaries and finding helpful online content (videos, articles) to use in teaching. 

Microsoft’s Reading Coach can support students with lower reading levels or students learning English. It is a free tool that helps students practice reading on their own using AI to give real-time feedback as students read aloud. Students can read an AI-generated story that they prompt and create or choose from a reading library or add in their own content (e.g., assignment from their instructor). The tool also keeps track of the student’s progress and provides rewards and milestones to help maintain motivation. 

Here is a template instructors can use in their syllabi regarding the use of AI tools, such as an AI-generated tutor: 

As part of this course, you will have access to an AI-generated tutor designed to support your learning outside of class. This tool is built using [insert AI tool name, e.g., ChatGPT or Claude], and is trained on openly licensed educational content from sources such as [include attributions to source materials]. 

What the AI Tutor Can Do 

  • Answer questions related to course content 
  • Provide explanations and examples 
  • Help you review key concepts 
  • Offer practice problems and feedback 

Important Considerations for Use 

  • Do not enter any personal or sensitive information (e.g., your name, student ID, or any data protected under FERPA) into the AI tutor. 
  • The AI tutor is a support tool, not a replacement for instructor feedback or official course materials. 
  • Responses may not always be accurate or complete—use critical thinking and verify information when needed. 
  • Follow your college’s policies on AI and educational technology use. 

If you have questions about how to use the AI tutor responsibly or need help interpreting its responses, please reach out to your instructor. 

Develop Engaging Case Studies 

In the OpenRN project in our System, instructors and instructional designers used AI to develop engaging video case studies. To ensure privacy and compliance with data protection regulations, they created synthetic scenarios using made-up patients with realistic medical situations—no personally identifiable information (PII) was used. Instructors began by outlining basic case notes for these fictional patients, then entered the outlines into ChatGPT to expand the case details and content. After reviewing and modifying the output, the finalized content was used to develop nurse practitioner and patient scripts, generate AI voices and avatars, and synchronize the elements into lifelike videos. These videos were then embedded into H5P branching scenario assessments, allowing students to engage with the material in a personalized and interactive way. 

OpenRN Case Study

This project used the following  tools: H5P, ChatGPT, Midjourney, Play.ht, Microsoft Azure Speech Studio, and D-ID. 

When developing video content such as this, refrain from using deep-fake technology that develops AI-generated content that mimics real individuals.  

Improving Course Accessibility 

Instructors can use AI tools to help make course content more accessible to learners by summarizing course information and making contextualized learning guides. Try this prompt template to summarize course information for students with diverse abilities, reading levels and backgrounds. 

Please summarize the following information from our [title of course] class: [either paste in content or provide link to content that is publicly available on web]. I need this information summarized in a way that a [select one of the following] 

  • Student with dyslexia 
  • Students with an [enter grade level] grade reading level 
  • Student who is currently learning English as a second language and has [beginning, intermediate, advanced] proficiency 
  • Student whose native language is [enter language] 

Can easily understand. Provide the summary in a downloadable Word document that is digitally accessible and has font and text colors that are easy to read. 

Note: ensure that the summary includes information pertaining to each course outcome so that students who leverage this summary are not missing important aspects of the content. 

Refining Course Syllabi 

Instructors can use AI tools to review and improve course syllabi to ensure these are clear for students and provide student-centered language. Try this prompt to review your course syllabus for potential bias, inclusion of federally required accommodations statements and alignment equitable grading practices. See an example syllabus, before and after the AI review. 

Course Syllabus Review and Revision Prompt 

Objective: Review the provided course syllabus to ensure it aligns with inclusive, equitable, and federally compliant standards. Provide constructive feedback and generate a revised version of the syllabus that reflects best practices. 

Instructions: 

  • Bias and Inclusive Language Review: 
    • Identify any language that may reflect bias, stereotypes, or exclusionary phrasing. 
    • Suggest revisions to promote inclusivity, belonging, and respect for diverse identities and experiences. 
  • Federal Compliance Check: 
    • Confirm the presence of required accessibility and accommodation statements. 
    • Ensure the syllabus includes language that explicitly covers accommodations for pregnancy and parenting, in alignment with federal Title IX requirements. 
    • Equitable Grading Practices Assessment: 
    • Evaluate the grading policy for alignment with growth mindset principles. 
    • Recommend changes that emphasize mastery of course content over behavioral compliance (e.g., participation, punctuality). 
    • Encourage language that supports student learning, improvement, and resilience. 
  • Reduce bias: Minimize subjective elements in grading and ensure that students are not unfairly penalized due to their background or circumstances. 
  • Transparency and Clarity: Make grading criteria explicit through the use of rubrics and provide timely, constructive feedback that helps students understand how to improve. 
  • Output: 
    • Provide a summary of findings and specific feedback for improvement. 
    • Generate a revised version of the syllabus incorporating all recommended changes, formatted for immediate use in a downloaded Word document. 

Tone: Supportive, constructive, and professional. Aim to empower instructors to create more inclusive and effective learning environments. 

Providing Student Feedback 

Generating Rubrics 

Instructors can use AI to help develop and refine grading rubrics. This process helps ensure that rubrics are clear for students and reduces instructor development time. Try this prompt template to develop and optimize a grading rubric. 

You are an expert instructional designer trained in student-centered grading practices and backwards design. Please help me create a grading rubric for the following assignment: 

Assignment Title: [Insert assignment name]
Course Title: [Insert course name] 

Course Level: [Beginner, Intermediate, Advanced at a 2-year college]
Course Competencies Addressed: 

  • [Insert competency 1] 
  • [Insert competency 2] 
  • [Insert competency 3] 

The rubric should: 

  • Align clearly with the course competencies listed above. 
  • Use student-friendly language that avoids jargon and is easy to understand. 
  • Include performance levels (e.g., Exceeds Expectations, Meets Expectations, Approaching Expectations, Needs Improvement). 
  • Provide descriptive criteria for each level that explain what success looks like. 
  • Be transparent and fair, supporting diverse learners and reducing ambiguity. 

After creating the rubric, please also: 

  • Suggest ways to present the rubric to students to ensure clarity and understanding. 
  • Recommend strategies to check for student interpretation, such as a short reflection or rubric walk-through activity. 
  • Offer tips to revise the rubric based on student feedback or observed confusion. 

Delivering Growth Mindset Feedback 

Instructors can also use AI to more readily provide feedback to students and transform a simple bullet point list of feedback items into a personalized message to students that is delivered in a way that fosters a growth mindset. Try this prompt template to generate constructive feedback for students. Note that in this prompt, you would not include the student’s content, but rather your bullet point list of items for feedback. 

You are a college professor who is an expert in growth mindsets and scaffolded student-centered learning. From the bullet point list of feedback ideas, please generate a constructive feedback message that emphasizes growth, learning, and specific strategies for improvement. 

Bullet List of Feedback Ideas: 

  • [Insert your first feedback point here] 
  • [Insert your second feedback point here] 
  • [Insert your third feedback point here] 
  • [Continue adding points as needed] 

Output Example: “Dear [Student’s Name], 

Thank you for your recent submission! I appreciate your great understanding of the main concepts; it really shines through in your work. Remember, mental effort can change the brain and enhance your learning capacity, so keep pushing yourself! 

To enhance your essay further, I recommend focusing on the organization of your ideas. A clearer structure will help your arguments flow more logically. This is a skill that can be developed with practice, so don’t hesitate to seek out resources or examples that can guide you. 

Your use of examples is excellent, and I encourage you to ensure that all examples are closely aligned with your main points. Additionally, expanding your conclusion could reinforce your arguments and leave a lasting impression on your readers. 

Remember, tests and assignments assess your skills at a point in time, not your overall ability. With continued effort, I am confident you can master these skills. Keep up the great work, and I look forward to seeing how you apply this feedback in your next assignment! 

Best,
[Your Name]”