First, you'll need to tell the chatbot its role, your course, and objective(s).

Prompt: "You are an instructor of a [undergraduate/graduate] course on [course title]. Today's lesson will focus on [topic/module level objective]."

Pair this introduction with one of the following prompts:

Prompts for Creative Presentation Topics

• "Help me create a 10-minute interactive mini-lecture about [topic] that includes a storytelling approach, a thought-provoking question, and a short video or visual aid recommendation."
• "Generate a metaphor or analogy to explain [topic] in a way that resonates with [specific audience, e.g., first-year college students]."
• "Design a debate outline to present the opposing perspectives on [topic], with key arguments and supporting evidence for each side."
• "Provide a script for a mock interview between a student and a historical figure/scientist/fictional character related to [topic]."

Prompts to Create Dynamic In-Class Activities

• "Suggest three interactive in-class activities to help students explore [topic] through group work, movement, or creativity."
• "Create a set of instructions for a 'Think-Pair-Share' activity on [topic], with questions to guide each stage."
• "Develop a classroom simulation where students role-play as stakeholders in a decision-making process related to [topic]."
• "Design a scavenger hunt or puzzle-based activity to help students uncover key concepts about [topic]."

Prompts to Create Innovative Assignments

• "Suggest an assignment where students can demonstrate their understanding of [topic] through a medium of their choice, such as a podcast, video, or infographic."
• "Create a project idea where students collaboratively build a [model, timeline, presentation] about [topic]."
• "Design a reflective writing prompt for students to connect [topic] to their personal experiences or future careers."
• "Propose a gamified assignment where students earn points or levels as they complete tasks related to [topic]."

Prompts to Create Engaging Discussions

• "Generate five discussion questions that will spark critical thinking and diverse opinions about [topic]."
• "Create a hypothetical scenario related to [topic] and ask students to discuss how they would respond."
• "Write a discussion question that encourages students to connect [topic] to current events or real-world applications."

Prompts to Build Creative Assignments

• "Develop a creative group project on [topic], emphasizing innovation, collaboration, and depth of understanding."
• "Provide examples of open-ended quiz questions for [topic] that challenge students to synthesize and apply their knowledge."
• "Suggest an assessment format that encourages creativity, such as designing a poster, creating a story, or solving a real-world problem."

Prompts that Promote Technology Integration

• "Suggest ways to use free online tools like Kahoot, Padlet, or Canva to engage students in learning about [topic]."
• "Design an activity where students collaborate using Google Docs or other tools to brainstorm ideas about [topic]."
• "Create a guided exploration of an interactive website or app that illustrates [topic]."

Prompts to Build Reflective and Meta-Cognitive Activities

• "Develop a reflective activity where students journal about their learning process for [topic]."
• "Suggest a meta-cognitive exercise to help students identify their strengths and areas for improvement in understanding [topic]."

When facilitating your classes, here are some ways that faculty have used AI to enhance learning experiences for students. Please remember to use the survey on this page to add your own!

Icebreakers

Ask an AI tool to generate a response, then share those responses. For example, use a free tool like ImagineArt to generate a picture of how you're feeling today. Then, ask students to share their image. 

Differentiated Instruction

Chatbots are adept at taking content and adjusting for different learners' needs. This could mean adjusting an assignment for a different grade level (6th vs. 7th grade, for example), or it could mean differentiating the assignment for those who might be more or less advanced in a particular topic.

Prompt: "I am teaching a class where students have varying levels of knowledge and ability on the topic. Please help me create an activity or assignment that can be adjusted for different skill levels.

1. 1. Provide three versions of the activity: one for beginners (entry-level), one for intermediate learners, and one for advanced learners.
   2. Clearly outline the objectives for each version, ensuring they align with the same overarching learning goal.
   3. Suggest ways to provide support for beginners and extend the activity for advanced learners.
   4. Include an explanation of how I can assess the success of each version, ensuring fairness and alignment with the learning outcomes."

Creating case studies

Ask AI to create a case study for students to analyze. 

Prompt: "I am teaching a course on [insert course topic] at the [undergraduate/graduate] level. I want to create a case study that will help students explore and apply the concept of [insert concept or skill] in a realistic and engaging way.

The case study should:

• • Be relevant to [insert industry/field, if applicable].
  • Include a scenario or problem that requires critical thinking and decision-making.
  • Challenge students to apply their knowledge of [insert key theories, principles, or skills].
  • Offer enough detail to encourage analysis while leaving room for interpretation or multiple solutions.

Please provide:

1. 1. A title for the case study.
   2. A brief description of the scenario or background.
   3. Key details, characters, or stakeholders involved in the case.
   4. Questions or prompts for discussion or analysis that align with the learning objectives of the course.

Feel free to add creative elements to make the case study engaging and memorable for students."

When facilitating your classes, it's hard to be everywhere at once. Consider using AI chatbots as teaching assistants! 

Debating AI Prompt:

I would like you to act as a debate partner for a [undergraduate/graduate] [class title].

Topic of Debate: [Enter the specific topic or question related to the topic that you'd like to debate.]

Learning Objectives:

• [Objective 1: Clearly state what you want to learn or practice through this debate.]

• [Objective 2: Include a specific skill or knowledge area you're aiming to develop.]

• [Objective 3: Optionally, add another objective that aligns with your course goals.]

Ask the student to state their Position: (e.g., "I believe market efficiency is essential for fair financial markets because...").

AI's Position: Argue against the student position using only factual information.

Format and Instructions:

• Clearly state your argument or position in one paragraph.

• The AI should respond with a structured counter-argument.

• Provide specific examples or evidence to support points.

Brainstorming Your Research Topic

If students are having a hard time choosing a research topic, have them develop questions about a topic that can be answered with a "yes" or a "no." Then, plug those questions into Consensus. It answers the question by providing research studies that support or refute the question. It will also inform students if the research is inconclusive. It also generates a list of references and links the articles when possible.

Summarizing Complex Articles

Whether you're new to a topic or your students are having trouble with a dense research article, generative AI can help. You can ask generative AI chatbots to answer your questions as if they are the author of the article. For students who may be new to peer-reviewed research articles, you can even ask the chatbot to highlight where in the article it is getting its answers. Over time, students will learn where to find information in the articles themselves.

Upload the article and enter the following prompt: "I want you to act as the author of a research article. When I ask you questions about the article, answer as if you are the author and reference specific sections of the article where the information can be found. If needed, provide excerpts or summaries of relevant parts."

Facilitating complex data analysis

Have a survey with qualitative data? Ask a chatbot to conduct an analysis.

"Analyze the following research data and provide a summary of key findings. Include trends, notable patterns, and any outliers. Based on the findings, suggest three potential implications or recommendations for the research topic. Ensure your analysis is clear, concise, and supported by evidence from the data. Here's the dataset: [Insert summary of the dataset or key variables if needed]."

-or-

"Analyze the following qualitative research data to identify key themes. Group similar ideas, phrases, or responses into overarching categories and provide a name or label for each theme. For each theme, include a brief explanation and examples from the data that support it. Conclude with a summary of how these themes contribute to understanding the research topic or question. Here is the data: [Insert excerpts, responses, or summaries of the qualitative data]."

Yes, you'll need to spot check it, but if you're not publishing the results, it'll give you a good idea of themes in the content. Also, more and more tools like DataChat are being developed to conduct more complex analyses.

Here are some ways that faculty are using AI to save time in their own work.

Transcription

Zoom has an integrated AI assistant that will transcribe your Zoom session. This can accommodate those who might find a transcription more helpful than a recording.

There are myriad other transcription services as well. For example, Otter.ai also offers 600 free minutes of transcription per month. This should be enough to help students transcribe a mock interview or peer feedback session.

Prompt: "I have an audio recording of a class session that I would like transcribed into written text. Please transcribe the audio into clear, organized text, identifying different speakers (e.g., Instructor, Student 1, Student 2) where possible. Ensure accuracy and clarity in the transcription, including noting any inaudible sections as [inaudible] or clarifying context if needed. If applicable, please preserve the natural flow of conversation without adding unnecessary edits. Please break the transcription into sections based on the structure of the class (e.g., 'Lecture,' 'Discussion,' 'Q&A'). Use timestamps if possible to help locate specific points in the audio."

Fathom/Fireflies/Otter for notetaking

Similarly, students may want to use a digital notetaking assistant. These tools can take notes, generate themes, and even recommend follow-up actions. Essentially, tools like these can help students stay organized.

Translation services

Many students, including international students, use AI tools and chatbots for translation. While they are fluent in their native language, translating that into "proper" English can be anxiety-provoking for students. AI tools, such as ChatGPT, Grammarly, QuillBot, and Google Translate, can help them focus on content rather than grammar.

Consider this: Have your students write in their native language and translate to English using one of the services listed above.

Prompt: "I have written a paper in [original language], and I need your help translating it into English while maintaining the tone, academic style, and proper grammar. Please ensure the translation is clear and formal, appropriate for a college-level audience. Here's the text: [Insert text here]. If there are any parts of my original text that are unclear, let me know so I can provide clarification."

Provide additional feedback for assignments 

Upload a portion of an assignment to a chatbot, give it the assignment prompt, give it the feedback you've provided, and ask it what you've missed. Just as a student should review the output of a chatbot for accuracy, so too should an instructor. This would be best used for excellent papers. Students are often tired of hearing "good job" with little to no additional feedback.

Get feedback on your work

Upload a PowerPoint to a chatbot.

Prompt: "I’ve uploaded a PowerPoint presentation for a [Undergraduate/Graduate] course on [topic, e.g., integrating AI into classrooms]. I’d like your help with the following:

1. 1. Content Review: Review the slides to ensure they are clear, concise, and aligned with the objectives of the presentation. Suggest improvements for wording or additional points to include. Here are the objectives of the presentation: [list of module-level objectives relevant to the slides.]
   2. Slide Design: Provide feedback on the slide layout, including suggestions for visuals, colors, or formatting to make the presentation more engaging.
   3. Consistency: Check for consistency in font styles, colors, and formatting across slides.
   4. Engagement: Suggest strategies or specific slides where I could include interactive elements, like questions or activities, to keep the audience engaged.

Let me know your thoughts and provide actionable suggestions based on the uploaded presentation."

Here are some ways that faculty are guiding students' use of AI tools for writing. 

Brainstorming: Use a chatbot to get some ideas flowing.

Outlines: If you know where you're going but need help with structure, a chatbot can help you create an outline.

Summarizing Difficult Content: Trying to get through a dense research paper? Ask a chatbot to summarize key points.

Paraphrasing sentences/paragraphs: Similar to summarizing content, chatbots can also help paraphrase a difficult concept and make it easier to understand. 

Rephrasing sentences/paragraphs Having trouble articulating what you're trying to say? An AI tool like Grammarly or QuillBot can help rework your words in a different way.

Getting started on a paper: Ask a chatbot to generate a few examples of introductions or conclusions for your paper. Many students cite these as the two most difficult sections of an essay to write.

*Be sure to cite the tool that helped you!

As mentioned above, it's important to cite the work that is AI-assisted. In addition, we need to get students thinking critically about AI. 

Help student understand the limitations of AI tools

Chatbots hallucinate (make stuff up) and don't always use the best grammar. They also only have access to free content on the web. So, they are not always telling the whole story. Also, some AI tools are built for specific purposes. Be sure you understand the intended use of each AI tool before using it. 

Critical thinking about AI outputs

At the very least, we need to review AI tool outputs for accuracy. Anyone using an AI tool should look for an outside, peer-reviewed source for each claim that tool makes. Also, any argument is improved by presenting counter-points. So, seek research that refutes the AI's claims as well. Check out the section on pedagogical uses to see how faculty are turning this into learning experiences for students.

For more information on responsible use, check out the Academic Honesty Library Guide

AI Use Disclosure

Kari Weaver, from the University of Waterloo, has developed a standardized way for students, faculty, and researchers to disclose their AI use across the writing process. You can read her chapter on The Artificial Intelligence Disclosure (AID) Framework and access the AID Framework Tool.

APA Citations

The APA has published an article about citing generative AI. APA Citation

Grammarly has also created a tool to build citations for a variety of sources, including generative AI. Grammarly Citation Tool

Learn about Grammarly Authorship, a new tool from Grammarly that automatically categorizes text as written by a human, created or revised with AI, or edited with Grammarly, allowing students to highlight their writing process and show how their work is unique. 

Grammarly Authorship Demos

Grammarly Authorship Slides

Here are some tools to explore. Try adding these to your existing course activities, or create new activities based on these tools!

• Grammarly - AI co-writer
• Quillbot – AI co-writer
• Consensus – Research Assistant
• goblin.tools – Project Assistant
• Co-pilot for Educators – Lesson Planning, Context Builders, and more
• Formula Bot – Excel Formula Assistant
• DataChat – Plain Text Data Analysis Tool
• Jasper – Marketing/Branding Assistant
• ImagineArt – Image Generator
• Canva – Image and Template Generator
• Khanmigo – AI Tutor
• Chatbots – ChatGPT, Claude, Gemini, Bing
• Your Own LMS! APIs allow programmers to take advantage of an algorithm, like GPT, and integrate it into existing programs. For example, adding a chatbot in D2L where faculty and students can "talk to the course."

These sessions are a fun space to practice building prompts for chatbots. Some of the prompts you see on this page have originated from our Prompt-offs! Keep an eye on the CTLE newsletter for the next Prompt-off.