Facing the reality that a majority of Canadian students are using generative AI for their school assignments, an increasing number of educators are incorporating artificial intelligence into their university classes. They are establishing clear guidelines and encouraging students to utilize AI responsibly and critically. This shift is prompting instructors to reconsider their teaching methods and evaluation processes, as concerns about academic integrity persist, and institutions typically leave decisions regarding AI usage to individual faculty members.
University professors are now integrating AI into their courses and guiding students on meeting the expected learning outcomes. For example, Antonello Callimaci, an accounting professor at Université du Québec à Montréal, has developed an AI teaching assistant named Bobby. Bobby assists students by summarizing course material, creating sample exams, and answering specific queries based on the content Callimaci has provided. This AI agent helps students but also directs them back to Callimaci for further explanations.
In another approach, political science professor Joseph Wong at the University of Toronto has adapted his teaching methods to engage students using generative AI. He has replaced traditional assignments with innovative tasks, such as producing TikTok videos and engaging in “reaction dialogues” with AI after completing readings. Wong emphasizes the importance of students engaging with the material and developing critical thinking skills through these interactions.
Furthermore, Sidney Shapiro, an assistant professor at the University of Lethbridge, has leveraged AI tools to create engaging and relevant lessons for his students. By utilizing generative AI for coding exercises and class presentations, Shapiro enhances student participation and learning experiences. He emphasizes the significance of foundational skills like critical thinking and transparently incorporating AI tools into the learning process.
Moreover, Maggie McDonnell, an instructor at Concordia University, integrates AI into her courses by involving students in discussions about AI use across different industries and establishing AI policies for assignments. She emphasizes the ethical and effective utilization of AI among students. McDonnell constantly reevaluates assessment methods and learning objectives to adapt to the evolving educational landscape shaped by AI technology.
Incorporating AI technology in education requires educators to continuously evolve their teaching practices, reassess assessment strategies, and emphasize critical thinking skills among students to ensure responsible and effective AI usage in academic settings.