AI Teaching Resources
Practical tools and ideas for integrating generative AI into your college classroom.
Business Law Trivia
At the 2023 Teaching Online Professor Conference, I was inspired by a Typography instructor who used games to transform disengaged students into active learners, drawing on strategies from Rob Plevin’s The Fun Teacher’s Tool Kit(2017). Motivated by research showing that game-based learning can improve student engagement and performance—such as van der Linden et al.’s 2023 study demonstrating significant learning gains through an educational game, and Wang & Tahir’s 2020 meta-analysis supporting the effectiveness of Kahoot!—I developed a “Trivial Pursuit”-style board game to review course content in MNGT 140 Business Law I. The game, built with generative AI using questions from an OER textbook and produced via mail merge for physical play, was used in several course sections. Comparing Unit 1 exam results, students who played the game showed a modest increase in median scores (66%) compared to a control group (63%), suggesting potential benefits worth further exploration.
Evaluating Student Feedback
One of the great challenges in teaching—especially in asynchronous or online courses—is knowing how well students are truly understanding the material. In a live classroom, instructors can often gauge comprehension by observing student reactions or asking questions mid-lesson. But when students are hesitant to speak up—or when there’s no live session at all—getting meaningful feedback becomes more complicated. A simple solution is the use of exit tickets: short surveys that ask students which activities are helping them learn and what concepts remain unclear. Tools built into your LMS (like D2L Brightspace) or third-party platforms such as SurveyMonkey can be used to collect this information. However, reviewing weekly responses from dozens or hundreds of students can quickly become overwhelming. That’s where ChatGPT can assist—not just by summarizing student feedback into actionable insights, but also by suggesting creative teaching strategies, such as visuals or interactive activities to clarify tricky topics like the dormant Commerce Clause. You can also use Chat to synthesize responses from discussion boards or end-of-course surveys, identifying common misunderstandings that offer opportunities for improvement. Ultimately, integrating AI tools into your feedback workflow allows you to gain a broader and clearer picture of student learning—so you can adjust and refine your course in ways that truly support your students’ success.
Learning Paths with Chat
Recent research supports the use of AI-powered adaptive learning platforms to create personalized learning experiences tailored to student needs, boosting performance, engagement, and retention. Inspired by these findings, I implemented a Learning Paths Model in my Business Law course, where students were offered one of two learning paths for each module based on their pre-test score. To support this approach, I developed over 30 new activities using GenAI tools like ChatGPT, including LMS-importable quizzes, scenario-based writing assignments, and interactive web applications like negotiation.proffaith.com. Each path was implemented via LMS checklists with release conditions based on pre-test results, ensuring differentiated yet equitable experiences. Final exams compared outcomes between students in traditional modules and those in Learning Path modules. Across all three treatment units, median scores and pass rates were notably higher, suggesting promising benefits from this adaptive model. While more research is needed to confirm causation, these early results highlight the potential of AI-assisted learning design to support student success and instructional innovation.
Dealing with the Discussion Board
This article explores how generative AI can support the design and execution of effective discussion board activities in online and in-person courses. GenAI tools like ChatGPT can help instructors quickly generate discussion prompts aligned with learning objectives, especially at higher levels of Bloom’s Taxonomy (e.g., application, evaluation). By uploading lecture transcripts or course materials and refining prompts, instructors can tailor topics to be relevant, engaging, and appropriately challenging. The article also addresses concerns about academic integrity, suggesting that instead of banning GenAI, faculty can ask students to critically evaluate AI-generated responses, verify sources, and improve prompt engineering. Ultimately, GenAI can help reduce the cognitive load of "blank page syndrome" for both instructors and students, while empowering instructors to focus on alignment, engagement, and instructional quality.
Creating Exportable Items
This article outlines how generative AI tools like ChatGPT can be used to efficiently create formative and summative assessment items aligned with course learning objectives and Bloom’s Taxonomy. By uploading course materials or transcripts and providing specific prompts, instructors can generate multiple types of quiz questions (e.g., multiple choice, true/false, matching) tailored to various cognitive levels. The article provides practical guidance on formatting these questions for import into learning management systems like D2L Brightspace, as well as interactive tools like Plickers and Kahoot!, including hints, images, and difficulty levels. GenAI significantly reduces the time required to create assessments, allowing for large item pools and improved student engagement, while enabling instructors to focus on alignment and instructional quality.
Transcribing Lectures
This article explores how generative AI tools, particularly when paired with transcription services like AssemblyAI, can enhance the utility of pre-recorded lectures and meetings in educational settings. Transcripts generated from recordings improve accessibility, support student learning through outlines and practice questions, and enable instructors to align content with course objectives using backward design. The author demonstrates how tools like ChatGPT can help refine raw transcripts, generate multiple choice questions, and create skeletal outlines, all with precise prompting. AI tools can also assist in self-evaluation of lectures and summarization of meetings. A Python script using AssemblyAI is provided as a practical tool, making GenAI a powerful time-saver and instructional ally.
Generative AI In Teaching
This guide, written by a Legal Studies professor at a Maryland community college, offers practical ways for faculty to integrate generative AI (GenAI) tools like ChatGPT into their teaching. Rather than replacing instructors, GenAI acts as a “force multiplier,” helping faculty streamline course design, generate learning objectives, create activities, and develop assessments. Using Civil Litigation as an example, the guide walks through aligning course objectives with Bloom’s Taxonomy and constructing learning objectives from textbook materials. It demonstrates how GenAI can help define learning goals, suggest student activities (e.g., identifying complaint parts), and even generate assessments like multiple choice questions—all while reminding educators that AI is a collaborator, not a course designer. The key takeaway: GenAI can significantly reduce the time and effort it takes to build quality, aligned courses, while sparking creativity and improving instructional alignment.