Facing the reality that a majority of Canadian students are utilizing generative AI for schoolwork, a growing number of educators are integrating artificial intelligence into their university courses, establishing clear guidelines and promoting responsible usage among students. This shift is prompting instructors to reconsider their teaching methods and assessment strategies, particularly due to concerns regarding academic integrity. While institutions typically leave decisions on AI implementation to individual faculty members, university professors are now sharing insights on how they are incorporating AI into their classes and guiding students on meeting learning expectations.
An example of this integration is seen with Antonello Callimaci, an accounting professor at the Université du Québec à Montréal, who utilizes an AI teaching assistant named Bobby to assist students. Bobby, an AI agent developed by Callimaci using ChatGPT, is available around the clock to provide responses derived from the professor’s course materials. This tool helps summarize content, create sample exams, and address specific queries, offering students valuable support while emphasizing the importance of independent learning.
Similarly, at the University of Toronto, political science professor Joseph Wong has adapted his teaching methods to engage students using generative AI. He has transitioned traditional assignments to more interactive formats, such as replacing reaction papers with “reaction dialogues” with AI agents. This approach encourages students to delve deeper into course material and engage in meaningful discussions, fostering critical thinking skills and analytical progression.
In another educational setting, Sidney Shapiro, an assistant professor at the University of Lethbridge, leverages AI and machine learning to enhance lesson plans and boost student engagement. By incorporating generative AI tools, Shapiro can quickly develop creative coding exercises based on student input, making learning sessions more dynamic and memorable. Despite embracing AI technology, Shapiro emphasizes the importance of foundational skills like critical thinking and transparently discussing AI usage with students.
Furthermore, Maggie McDonnell, an instructor at Concordia University, integrates AI across her courses, prompting students to explore AI’s impact across industries and develop responsible AI policies for assignments. She acknowledges that some students may view AI as a shortcut, particularly in mandatory courses, but emphasizes the significance of utilizing AI ethically and effectively in career-focused classes. McDonnell continuously adapts her assessment methods and learning objectives to align with evolving technological advancements, underscoring the need for educators to engage students in demonstrating their knowledge and skills effectively.
As educational landscapes evolve with the integration of AI, educators are challenged to rethink assessment approaches, redefine learning objectives, and foster student engagement in innovative ways. The focus remains on equipping students with critical thinking skills and ethical AI practices, ensuring they navigate technological advancements responsibly and effectively in their academic pursuits.