Facing the reality that a majority of Canadian students are utilizing generative AI for academic tasks, an increasing number of educators are incorporating artificial intelligence into their university courses. They are establishing clear guidelines and promoting responsible usage among students, urging them to approach AI critically. This shift is prompting instructors to reassess their teaching methods and evaluation strategies, as institutions typically delegate decisions on AI implementation to individual faculty members.
University professors are now integrating AI tools into their curriculum and guiding students on the expected learning outcomes. For instance, Antonello Callimaci, an accounting professor at Université du Québec à Montréal, has developed an AI “teaching assistant” named Bobby. This AI agent assists students by providing answers based on Callimaci’s course materials and directing them back to him for further explanation. Bobby can summarize content, create sample exams, and address specific queries, offering students valuable support while emphasizing that it is a learning tool rather than a substitute for their own work.
Similarly, political science professor Joseph Wong at the University of Toronto has revamped his teaching approach to engage students using AI. He has replaced traditional assignments with innovative tasks, such as producing TikTok videos and engaging in “reaction dialogues” with AI after completing readings. These interactive sessions encourage students to delve deeper into the course material and enhance their critical thinking skills by engaging in meaningful discussions with AI agents.
In another instance, Sidney Shapiro, an assistant professor at the University of Lethbridge, leverages AI and machine learning to create dynamic and interactive lessons for his students. By utilizing generative AI tools, he enables students to actively participate in coding exercises, fostering creativity and effective learning experiences. Shapiro emphasizes the importance of foundational skills like critical thinking and transparently incorporating AI into the learning process to prepare students for the evolving technological landscape.
Maggie McDonnell, an instructor at Concordia University, integrates AI into her courses by guiding students to explore the implications of AI in various industries and establish AI policies for their assignments. She emphasizes the importance of teaching students to engage with AI ethically and effectively, especially in career-oriented classes. McDonnell acknowledges the challenge of adapting assessment methods and learning objectives to incorporate AI while maintaining academic integrity and student engagement.
As educators navigate the integration of AI into higher education, they face the ongoing task of reevaluating teaching practices, assessment strategies, and learning objectives to ensure students are equipped with the necessary skills to navigate the digital age responsibly and ethically. By embracing AI as a valuable educational tool, educators aim to empower students to develop critical thinking abilities and adapt to the changing educational landscape.