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Using Artificial Intelligence

This guide is a starting point for creating pages about AI for students, staff, faculty, etc.

Assumptions and Principles

The revolution in the capabilities and availability of generative AI tools has caused both excitement and consternation in higher education, not always in equal measure. It is important to acknowledge both the potential benefits and the challenges of using generative AI tools to enhance our academic work, and especially to support our teaching and learning. 

Many of your students are already using generative AI in their coursework. Studies suggest that students may rely on these tools regardless of institutional policies (Shaw et al., 2023). With that in mind, it is nearly impossible to completely regulate students’ use of generative AI. AI detection tools are unreliable, and the only effective way to enforce a ban is to require in-person completion of assignments without electronic devices. 

It is important to note that generative AI does not necessarily hinder student learning, and in many cases, it can be used to significantly support learning. A small majority of students certainly use generative AI as a shortcut to avoid learning, but others leverage it as a tool to enhance understanding. It can be used for brainstorming, creating visual aids, translating course material, and more. 

In our role as educators, it is imperative that we teach students to not only use AI from a technical perspective, but also teach them to consider its ethical and societal implications. Just as AI is transforming education, AI usage is also exploding across industry. A report from McKinsey Global Institute shows that 70 percent of companies are expected to adopt at least one form of AI technology by 2030 (Bughin et al., 2018). By designing our courses with generative AI in mind, we ensure our students are prepared to enter the workforce with the skills and competencies necessary to succeed. 

AI-Resilient Learning Design

Designing our courses to be AI-resilient is necessary to live up to our values of innovation and relevance. At CityU, we strive to continually create new educational opportunities and teach today what can be applied tomorrow. By incorporating AI into our curriculum, we remain forward-thinking and able to equip our students with the skills to thrive in a technology-driven world. 

Here are four key insights into how AI can be leveraged as a helpful learning tool rather than a challenge in the classroom: 

Design a curriculum that focuses on process rather than deliverables. 

This begins with creating learning objectives centered on critical thinking. Encourage students to ask questions and explore the “how” and “why.” Instead of simply requiring a finished product (e.g., a written essay or completed project), outline goals that emphasize the thinking process. 

Examples of this include: 

Incorporating reflection and self-assessment 

  • Encourage students to keep reflection journals where they document their learning experiences, challenges, and insights. 
  • Have students assess their progress toward mastering the learning objectives. Ask them how they approached problems and how their understanding has evolved as they progress through the course. 

Encourage collaborative learning 

  • Assign group projects where students are responsible for different aspects of the process, emphasizing communication and collaboration. 
  • When the group work is completed, ask students to reflect on their teamwork process, how they approached challenges, and how decisions were collectively made.  

Create opportunities for making mistakes and learning from them 

  • Build a classroom culture where making mistakes is seen as a valuable part of the learning process. Encourage students to take risks and experiment, knowing that mistakes will help them grow. Assess how students respond to and learn from their mistakes. 
  • After assignments, ask students to reflect on what went wrong, why it went wrong, and what they learned from it. This helps them see mistakes as part of their learning journey, rather than something to avoid. 

Ensure the curriculum can adapt to ongoing advancements in AI. 

As educators, we should be aware of the latest trends and advancements in AI by attending conferences, webinars, and staying current on academic papers and industry reports. This ensures we remain knowledgeable about how AI is evolving and can apply that knowledge in our teaching. 

Below are two resources for staying aware of the advancements in AI for education: 

Streamline policies and practices for clarity. 

Streamlining policies and practices around the use of generative AI ensures students understand expectations and ethical boundaries. To make policies clear, consistent, and effective, it is important to clearly articulate AI usage guidelines by providing explicit examples of when and how generative AI tools can and cannot be used. For instance, clarify whether AI tools are allowed for brainstorming, grammar correction, idea generation, or summarizing text, but not for completing full assignments or generating content without attribution. 

Additionally, we recommend programs establish consistent AI policies across courses. This consistency helps avoid confusion and ensures that students receive the same message about AI use across different subjects and instructors. 

Above all, remain flexible and adaptable. 

Generative AI technologies are evolving at a fast pace, with new tools, capabilities, and applications emerging regularly. As AI evolves, it opens new opportunities for creativity, problem-solving, and learning. Educators who remain adaptable can integrate these tools in ways that enhance learning outcomes and help students develop future-ready skills. 

Resources & References

Resources

For more information about the use of generative AI in education, see the following resources:  

References 

Bughin, J., Seong, J., Manyika, J. Chui, M., & Joshi, R. (2018, September). Notes from the AI frontier: Modeling the impact of AI on the world economy. McKinsey & Company.

Shaw, C., Bharadwaj, R., NeJame, L., Martin, S., Janson, N., & Fox, K. (2023). Time for class 2023: Bridging student and faculty perspectives on digital learning. Tyton Partners.