Facing the fact that a majority of students in Canada are utilizing generative AI for academic tasks, more educators are incorporating artificial intelligence into their university courses. They are establishing clear guidelines and promoting responsible use of AI among students, emphasizing critical evaluation. This shift is prompting instructors to rethink their teaching methods and evaluation criteria, as institutions typically delegate decisions regarding AI use to individual faculty members.
University professors are integrating AI into their curricula and guiding students on meeting academic expectations. For example, Antonello Callimaci, an accounting professor at the Université du Québec à Montréal, developed an AI teaching assistant named Bobby. Bobby assists students by summarizing course content, creating sample exams, and answering specific queries based on the professor’s teachings.
Political science professor Joseph Wong at the University of Toronto has revamped his teaching approach to engage students with generative AI. He now encourages students to produce TikTok videos and engage in “reaction dialogues” with AI agents to delve deeper into course material. Wong emphasizes the importance of students engaging critically with both the readings and the AI conversational partner.
Similarly, Sidney Shapiro, an assistant professor at the University of Lethbridge, leverages AI and machine learning tools to enhance student engagement in his courses. By using generative AI to develop creative coding exercises and facilitate interactive learning experiences, Shapiro aims to make lessons more relevant and memorable for students.
Maggie McDonnell, an instructor at Concordia University, integrates AI into her courses and collaborates with students to establish AI policies for assignments. She emphasizes the ethical and effective use of AI, encouraging students to disclose its use in their work. McDonnell acknowledges the potential for students to view AI as a shortcut, particularly in less valued courses, but underscores the importance of engaging with AI responsibly in career-oriented classes.
Incorporating AI into teaching practices requires educators like McDonnell to continually reassess assessment methods, redefine learning objectives, and adapt to the evolving educational landscape. McDonnell believes that educators must focus on guiding students to demonstrate their learning effectively, rather than merely enforcing rules to combat misuse of AI. This approach challenges educators to evaluate the essence of learning rather than just the outcomes.
