AI in Teaching and Learning: Developing an AI Strategy
We’re launching a new semi-regular feature to keep you informed about how artificial intelligence (AI)—especially generative AI (GenAI)—is shaping teaching and learning at Carleton and beyond. We’ll share practical strategies, instructor stories and timely developments that support thoughtful, intentional and student-centred pedagogy throughout this rapidly shifting AI landscape.
Start with a strategy
A growing number of instructors are developing their own AI strategies: proactive, course-specific plans that clarify how AI will (or won’t) be used to support learning. At TLS, we recommend a four-pronged approach we believe every educator should be equipped with:
- AI policies and syllabus language for each course
- The “AI Talk” – setting expectations and opening dialogue with students
- 1+ AI activity – intentionally integrating AI to support learning
- Rethinking assessments – designing for depth, not detection
We explore each of these pillars in our Hands-On AI (HOAI) workshop series (note that instructors who complete six hours or more of HOAI programming and submit their AI strategy for feedback receive a letter of completion, recognizing their commitment to thoughtful, responsible and ethical AI integration in education).
Over the next few months, we’ll spotlight one prong of the AI strategy to help you build or refine your own. This month’s focus is AI policies and syllabus language.
AI policies and syllabus language
Setting clear expectations for AI use in your course begins with your syllabus. Our Generative AI in Education page includes example statements and guidance to help you develop a policy that aligns with your course goals and pedagogical values. It’s likely that each educator will have their own policy for each course, and that’s okay! The important part is to explain the rationale behind the decisions you’ve made to students. There is a basic formula for crafting AI policies for your course:
- Describe how AI may be used in the course, including specific examples of what is permitted (and what is not permitted, if applicable).
- Describe how AI use should be documented, if at all, on assignments.
- Explain the rationale for the adoption of your AI policy (i.e., how the policy will support authentic student learning in your course).
- Consider including statements like:
“This policy will be discussed in the first week of class, and you will have an opportunity to ask questions.”
“Individual assignments will include a statement/description of the ways GenAI may and may not be used.”
Tool spotlight: AI tools and prompt ideas
Have you seen the MacOdrum Library’s Introduction to AI Tools guide? Check out their curated list of AI tools, complete with descriptions and considerations for use in teaching and learning.
Once you’re ready to experiment, this open Prompt Library offers editable examples you can adapt for lesson planning, rubric creation, peer feedback and more. Each prompt includes context and usage tips to help you get started—no prior AI experience required.
Try out a prompt moderator. If you haven’t done so already, we’d encourage you to end any prompt with:
“Before we get started, ask me any questions that will help you provide me with the best response.”
This is a great way to ensure you get the best possible first result out of a chat bot (like Copilot). We still recommend iterating from there.
Have something to share or a question about AI?
We want to hear from you! Reach out to our team with your ideas, challenges or success stories.