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Exploring the Potential for Teaching

Generative AI is rapidly becoming integrated into everyday tools used by students, instructors and employers. Re-designing course assessments to address this reality – whether to incorporate or mitigate student use – often requires significant time, thoughtful consideration, and careful planning. Our Teaching Excellence and Innovation team recognizes the diverse teaching contexts across disciplines. We offer both individual and program-level support to help you find sustainable solutions for assessment redesign that align with your class size, curriculum, and grading capacity.

Familiarizing yourself with generative AI through experimentation can provide valuable insights into its capabilities and limitations. Exploration of AI tools helps instructors make informed decisions about how AI might impact assessment design. However, it’s important to be aware that as AI tools proliferate, changes to terms of use may occur at any time and some may require payment for use.

We recognize that faculty have diverse approaches to technology integration. This resource provides suggestions for incorporating AI tools strategically within courses, while also offering strategies to mitigate unauthorized AI use. Open communication with students is key. Discussing AI use with your students at the outset sets clear expectations. Clarify how AI can and cannot be used in your specific course, ensuring alignment with course objectives, student learning outcomes, activities, and assessments. Explore sample course syllabi statements that define acceptable use of AI in courses.
As course requirements and student experiences differ across courses, transparency regarding authorized AI use fosters an open and responsible learning environment.

As with all academic work, upholding academic integrity is paramount. Any use of AI requires that both students and instructors accurately acknowledge AI sources or tools consulted. This includes proper citation of AI-generated sources, whether they be images, examples, or even drafts, outlines, or ideas derived from AI tools. The Laurier Library has created a guide to citing generative AI for students.

The strategies below are starting points only and instructors may adapt these suggestions to best suit individual teaching contexts, specific courses, and disciplines.


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Mitigating Unauthorized Use of Generative AI

In-person Activities and Assessments
  • Administer assessments (tests, quizzes) in person, which may involve flipping your classroom to require students read or watch recordings outside class hours and complete activities and assessments in-class. Consider instituting course policies such as students must earn an overall passing grade on the in-person course assessments to pass the course.

  • Engage students in class-based activities including critical discussions, problem-solving activities, polls, and group work requiring real-time thinking and application of concepts.

  • Incorporate oral components of larger written assessments for students to demonstrate learning and expand or clarify their work during in-person or virtual meetings.

Process-Oriented Strategies  
  • Require students to show all work, submit drafts with tracked changes, annotations, outlines, or use collaborative tools (e.g., google docs) for transparency.

  • Incorporate scaffolded assessments where tasks build on each other, promoting iterative learning, and providing guidance and feedback throughout the learning process.

  • Consider asking for screenshots of library searches or databases to verify research strategies.

Course-Specific Requirements 
  • Require students to incorporate course-specific or student-generated content (presentations, discussion posts, activities, slides, lecture materials) into group work, projects, tests, and other assessments.

  • Encourage students to make connections between information sources, course materials, and their own contributions.

Personalization and Reflection
  • Incorporate assignments where students connect current local or regional issues, personal experiences, or reflections to course concepts or course texts. 

  • Build in metacognitive elements, prompting students to reflect on their learning and analyze their thinking processes (e.g., Why do you think x? What have you learned? How did you arrive at x?).


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Incorporating Authorized Generative AI Use

Planning and Inspiration 
  • Allow students to use AI Tools for brainstorming, idea generation, creating outlines, and developing examples or analogies.

  • Encourage students to use AI tools for prompts, starting points, or transition sentences to help overcome initial writing hurdles.

  • Employ AI tools for troubleshooting or exploring alternative problem solving approaches, with the understanding that AI may produce inaccurate information, so verification is necessary.

Critical Evaluation and Comparative Analysis
  • Provide students with AI-generated content related to a course topic, and students critically evaluate the outputs or compare the AI content with their own work.

  • Require students to examine AI outputs for accuracy, gaps, identify biases, and draw connections to course material, reinforcing subject knowledge and appreciating human insights over AI. 

  • Allow students to review, refine, develop arguments further, include citations (or correct citational errors), add content from course-related texts, consider output from different perspectives, or revise AI output. This has the potential to broaden and deepen learning experiences and support problem solving associated with higher order thinking.

Content Creation with AI as Collaborative Partner
  • Encourage students to produce summaries, images, questions, or drafts in partnership with AI tools, refining and expanding upon AI-generated content with their own course content knowledge and creativity.

  • Allow students to engage in dialogue with AI to explore complex problems, practice debating or refining arguments, or role-playing for deeper insights.

  • Simulation or scenario-based assessments

  • Use AI tools to create realistic simulations, analogies, case studies, and scenarios challenging students to apply course concepts and theoretical knowledge, problem-solve and think critically. 


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Ways Laurier Colleagues Are Engaging with Generative AI


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Sharing Ideas

The Teaching Excellence and Innovation team value instructors’ perspectives and insights on the use of generative AI tools in the classroom. To continue to foster conversations across our campuses about generative AI tools likes ChatGPT, we would love to hear from you.

If you are interested, we invite you to share your suggestions, experiences, and feedback with us directly via email

When you reach out, consider some of the following questions: 

  • What tools have you used? 

  • Have you leveraged generative AI tools in teaching activities? 

  • Have you modified assessments to respond to generative AI? 

  • Are there additional resources or supports you provide to students to help them understand appropriate use of generative AI? 

The Teaching Excellence and Innovation team are excited to follow up with you to learn more as you’re willing to share. Further community connection opportunities for Laurier instructors will be announced on Connect


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