Artificial Intelligence (AI)

Artificial intelligence (AI) is becoming an important part of higher education. This page provides faculty with curated resources, practical guidance, and professional development opportunities to support the thoughtful and responsible use of AI in teaching and learning. Explore teaching strategies, prompt libraries, sample syllabus language, institutional guidance, and other resources to help you integrate AI into your courses with confidence.

Syllabus Considerations

 

 

: Digital Trust Guidelines for Generative AI Use

Generative AI Teaching Guidelines

Appropriate Use of AI Tools

Collection of Policies

AI at Yale

AI Prompt Library

The AI Prompt Library contains customizable prompts developed by TLPEC to support teaching, learning, and course design. Each prompt is intended to serve as a starting point and should be adapted to your course, discipline, learning outcomes, and instructional goals.

Course Design

Purpose: Develop measurable, student-centered learning objectives that align with your department's program outcomes and your course outcomes.

Enter in the following prompt:

You are an instructional designer who specializes in higher education curriculum design and constructive alignment.

Help me create measurable learning objectives for a college lesson or module.

Course Information
• Course:
• Audience:
• Lesson or Module Topic:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Create 5–7 measurable learning objectives for this lesson or module that:

• Align with the department/program learning outcomes.
• Support the course learning outcomes.
• Use measurable action verbs from Bloom's Taxonomy.
• Focus on what students will be able to do by the end of the lesson or module.
• Avoid vague verbs such as understand, know, learn, or appreciate.
• Are appropriate for higher education students.

For each learning objective:
1. Identify the Bloom's Taxonomy level.
2. Explain how the objective aligns with the department/program outcomes.
3. Explain how the objective supports the course learning outcomes.
4. Suggest one assessment or activity that could be used to measure student achievement of the objective.

If any objectives appear to be poorly aligned with the provided outcomes, recommend revisions before creating the final objectives.

 

TLPEC Tip:

AI works best when you provide your existing department/program outcomes and course learning outcomes. Rather than creating objectives independently, use AI to help ensure your lesson objectives are aligned with the outcomes your program has already established.

 

Purpose: Develop a clear, engaging, and well-aligned assignment that supports your course and lesson outcomes.

 

AI Prompt:

 

You are an experienced instructional designer who specializes in creating engaging, student-centered assignments for higher education.

Help me create an assignment for my college course.

Course Information
• Course:
• Audience:
• Lesson or Module Topic:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Lesson Learning Objectives:
[Paste the lesson objectives here.]

Assignment Information
• Type of assignment (paper, presentation, discussion, lab, project, case study, reflection, etc.):
• Estimated completion time:
• Delivery method (in-class, online, hybrid):

Create an assignment that:

• Aligns with the department/program outcomes.
• Supports the course learning outcomes.
• Assesses the lesson learning objectives.
• Includes clear instructions written in student-friendly language.
• Encourages critical thinking and authentic learning.
• Includes an estimated point value.
• Suggests a grading rubric with 4–6 criteria.
• Includes ideas for adapting the assignment for online, hybrid, or face-to-face instruction.

After creating the assignment, explain how it aligns with the provided outcomes and suggest one way to make the assignment more engaging for students.

 

TLPEC Tip:  The best AI-generated assignments begin with clearly defined learning outcomes. Providing your department, course, and lesson outcomes helps AI create assignments that measure what students are expected to learn rather than simply generating a generic activity.

 

Purpose: Review and improve an existing assignment to increase clarity, alignment, student engagement, accessibility, and authentic learning.

 

AI Prompt: 

You are an instructional designer with expertise in higher education course design, assessment, and evidence-based teaching practices.

Help me review and improve an existing assignment for a college course.

Course Information
• Course:
• Audience:
• Lesson or Module Topic:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Lesson Learning Objectives:
[Paste the relevant lesson learning objectives here.]

Current Assignment:
[Paste the complete assignment instructions here.]

Review the assignment and evaluate it based on the following:

• Alignment with the department/program learning outcomes.
• Alignment with the course learning outcomes.
• Alignment with the lesson learning objectives.
• Clarity of the assignment instructions.
• Student engagement and motivation.
• Opportunities for authentic learning.
• Accessibility and Universal Design for Learning (UDL) principles.
• Organization and readability.
• Appropriateness of the workload and expectations.
• Potential areas where students may become confused.
• Potential opportunities for inappropriate AI use and suggestions for designing the assignment to encourage original thinking.

After your review:

1. Identify the strengths of the assignment.
2. Identify areas that could be improved.
3. Rewrite the assignment instructions to improve clarity while preserving the instructor's intent.
4. Suggest ways to make the assignment more engaging and authentic.
5. Recommend accessibility improvements that would benefit all learners.
6. Suggest one formative assessment or checkpoint that could be added before the final submission.
7. Recommend one rubric criterion that should be included if the assignment were graded with an analytic rubric.

Provide your recommendations in a clear, organized format and explain the reasoning behind each suggestion.

 

TLPEC Tip: AI can provide valuable suggestions for improving assignment design, but faculty remain the content experts. Review all recommendations to ensure they align with your disciplinary standards, course goals, and instructional approach. The most effective assignments clearly communicate expectations, support meaningful learning, and provide students with opportunities to demonstrate achievement of the intended learning outcomes.

Purpose: Create a well-structured lesson plan that aligns with your department/program outcomes, course learning outcomes, and lesson objectives while promoting active student engagement.

 

AI Prompt:  

You are an instructional designer with expertise in higher education course design and evidence-based teaching practices.

Help me create a lesson plan for a college course.

Course Information
• Course:
• Audience:
• Lesson or Module Topic:
• Class Length:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Lesson Learning Objectives:
[Paste the relevant lesson learning objectives here.]

Additional Information
• Delivery Method (Face-to-Face, Online, Hybrid):
• Required Materials:
• Prior Knowledge or Prerequisites:
• Technology Available (Canvas, Zoom, Poll Everywhere, etc.):

Create a lesson plan that:

• Aligns with the department/program learning outcomes.
• Supports the course learning outcomes.
• Helps students achieve the lesson learning objectives.
• Includes opportunities for active learning and student engagement.
• Incorporates evidence-based instructional strategies.
• Includes accessibility and Universal Design for Learning (UDL) considerations when appropriate.
• Identifies opportunities to use technology to enhance learning when appropriate.

Include the following sections:

1. Lesson Overview
2. Learning Objectives
3. Materials and Resources
4. Lesson Timeline with estimated time for each activity
5. Instructional Activities
6. Active Learning Strategies
7. Discussion Questions
8. Formative Assessment or Knowledge Check
9. Wrap-Up and Reflection
10. Homework or Follow-Up Activities (if appropriate)

After creating the lesson plan:

1. Explain how the lesson aligns with the department/program outcomes.
2. Explain how the lesson supports the course learning outcomes.
3. Explain how the activities help students achieve the lesson learning objectives.
4. Suggest one modification to increase student engagement.
5. Suggest one modification to improve accessibility or Universal Design for Learning.
6. Recommend one alternative activity for online delivery and one for face-to-face instruction.

 

TLPEC Tip:  A strong lesson plan begins with clearly defined learning outcomes and objectives. AI can help organize instructional activities, but faculty should review the lesson to ensure the content, teaching strategies, assessments, and timing are appropriate for their students, discipline, and instructional goals.

Purpose: Improve the clarity, organization, and effectiveness of assignment instructions while maintaining alignment with your learning outcomes and instructional goals.

AI Prompt: 

You are an instructional designer with expertise in higher education course design, student communication, and Universal Design for Learning (UDL).

Help me improve the instructions for a college assignment.

Course Information
• Course:
• Audience:
• Lesson or Module Topic:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Lesson Learning Objectives:
[Paste the relevant lesson learning objectives here.]

Current Assignment Instructions:
[Paste the complete assignment instructions here.]

Review the assignment instructions and evaluate them based on the following:

• Alignment with the department/program learning outcomes.
• Alignment with the course learning outcomes.
• Alignment with the lesson learning objectives.
• Clarity and organization.
• Student-friendly language.
• Accessibility and readability.
• Completeness of expectations.
• Potential areas where students may become confused.
• Opportunities to reduce unnecessary questions from students.
• Appropriate guidance regarding the use of artificial intelligence (AI), if applicable.

After your review:

1. Identify the strengths of the current instructions.
2. Identify areas that could be improved.
3. Rewrite the assignment instructions using clear, concise, student-friendly language while preserving my intent.
4. Organize the instructions using headings, bullet points, or numbered steps where appropriate.
5. Highlight any information that appears to be missing or unclear.
6. Recommend one example or model that could help students better understand the assignment.
7. Suggest one accessibility improvement based on Universal Design for Learning (UDL) principles.
8. Suggest one optional AI-use statement that aligns with the goals of the assignment, if appropriate.

Explain the reasoning behind each recommendation.

 

TLPEC Tip: Clear assignment instructions improve student success by reducing confusion and setting transparent expectations. Before publishing an assignment, review the instructions to ensure they align with your learning outcomes, use student-friendly language, and clearly communicate the purpose, requirements, evaluation criteria, due dates, and submission expectations. Well-written instructions can reduce student questions and allow learners to focus on demonstrating their knowledge and skills.

Assessment

Purpose: Create a clear, measurable grading rubric that aligns with your department/program outcomes, course learning outcomes, lesson objectives, and assignment expectations.

AI Prompt: 

You are an instructional designer with expertise in higher education assessment and rubric development.

Help me create an analytic grading rubric for a college assignment.

Course Information
• Course:
• Audience:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Lesson Learning Objectives:
[Paste the lesson learning objectives here.]

Assignment Instructions:
[Paste the assignment instructions here.]

Rubric Information
• Total Points:
• Number of Performance Levels (Exceeds, Meets, Developing, Beginning, etc.):

Create an analytic grading rubric that:

• Aligns with the department/program learning outcomes.
• Supports the course learning outcomes.
• Measures the lesson learning objectives.
• Directly assesses the assignment requirements.
• Uses clear, measurable performance descriptors.
• Differentiates performance levels clearly.
• Uses positive, student-friendly language.

Present the rubric in a table.

After creating the rubric:

1. Explain how each criterion aligns with the learning outcomes.
2. Identify any learning objectives that are not being assessed.
3. Recommend improvements to strengthen alignment or clarity.

TLPEC Tip:  Before using an AI-generated rubric, review each criterion to ensure it measures the knowledge and skills you want students to demonstrate. The best rubrics clearly communicate expectations while remaining aligned with your program, course, and lesson outcomes.

Purpose: Develop quiz questions that accurately assess student learning while aligning with your department/program outcomes, course learning outcomes, and lesson objectives.

AI Prompt: 

You are an instructional designer with expertise in higher education assessment and evidence-based teaching practices.

Help me create quiz questions for a college course.

Course Information
• Course:
• Audience:
• Lesson or Module Topic:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Lesson Learning Objectives:
[Paste the relevant lesson learning objectives here.]

Quiz Information
• Number of Questions:
• Question Types (Multiple Choice, True/False, Matching, Fill-in-the-Blank, Short Answer, Essay, etc.):
• Quiz Purpose (Practice Quiz, Formative Assessment, Summative Assessment, Knowledge Check, etc.):

Create quiz questions that:

• Align with the department/program learning outcomes.
• Support the course learning outcomes.
• Measure the lesson learning objectives.
• Assess a variety of cognitive levels using Bloom's Taxonomy.
• Use clear, concise, and student-friendly language.
• Avoid trick questions and unnecessary complexity.
• Include a balanced mix of question difficulty when appropriate.

For each question:

• Identify the Bloom's Taxonomy level being assessed.
• Provide the correct answer.
• Explain why the answer is correct.
• Include feedback that could be shown to students after they answer the question.
• If the question is multiple choice, provide three plausible distractors and explain why they are reasonable but incorrect.

After creating the quiz:

1. Explain how the quiz aligns with the department/program outcomes.
2. Explain how it supports the course learning outcomes.
3. Explain how the questions measure the lesson learning objectives.
4. Identify any objectives that are not adequately assessed.
5. Suggest one additional authentic assessment activity that could complement the quiz.

 

TLPEC Tip: Effective quizzes measure learning rather than memorization. Use AI to generate questions that align with your learning outcomes, assess a range of cognitive skills, and provide meaningful feedback to students. Always review AI-generated questions for accuracy, clarity, bias, and alignment before using them in your course.

Student Engagement

Purpose: Create engaging discussion questions that promote critical thinking and align with your department/program outcomes, course learning outcomes, and lesson objectives.

AI Prompt:

You are an instructional designer with expertise in higher education teaching, learning, and discussion-based instruction.

Help me create discussion questions for a college course.

Course Information
• Course:
• Audience:
• Lesson or Module Topic:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Lesson Learning Objectives:
[Paste the relevant lesson learning objectives here.]

Discussion Information
• Delivery Method (Face-to-Face, Online, Hybrid):
• Number of Discussion Questions Needed:

Create discussion questions that:

• Align with the department/program learning outcomes.
• Support the course learning outcomes.
• Assess the lesson learning objectives.
• Encourage higher-order thinking using Bloom's Taxonomy (Analyze, Evaluate, and Create whenever appropriate).
• Promote meaningful discussion rather than simple recall.
• Encourage students to support their ideas with evidence, examples, or personal experiences when appropriate.
• Are written in clear, student-friendly language.
• Can be used in a college classroom or Canvas discussion board.

For each discussion question:

1. Identify the primary Bloom's Taxonomy level.
2. Explain how the question aligns with the learning outcomes.
3. Suggest one follow-up question the instructor could ask to deepen the discussion.
4. Recommend whether the question works best for small-group discussion, whole-class discussion, or an online discussion board.

 

TLPEC Tip: Effective discussion questions do more than ask students to recall information—they encourage students to analyze, evaluate, apply, and create. AI can help generate engaging prompts, but faculty should review each question to ensure it aligns with the intended learning outcomes and promotes the type of discussion they want students to have.

Purpose: Create engaging, student-centered learning activities that promote participation, critical thinking, and meaningful application of course concepts while aligning with your learning outcomes.

AI Prompt: 

You are an instructional designer with expertise in higher education teaching, active learning, and evidence-based instructional practices.

Help me create active learning activities for a college course.

Course Information
• Course:
• Audience:
• Lesson or Module Topic:
• Class Length:
• Class Size:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Lesson Learning Objectives:
[Paste the relevant lesson learning objectives here.]

Teaching Environment
• Delivery Method (Face-to-Face, Online, Hybrid):
• Classroom Layout (Lecture, Flexible Seating, Computer Lab, etc.):
• Available Technology (Canvas, Zoom, Poll Everywhere, Kahoot!, Microsoft 365, etc.):

Create 5–7 active learning activities that:

• Align with the department/program learning outcomes.
• Support the course learning outcomes.
• Help students achieve the lesson learning objectives.
• Encourage students to analyze, evaluate, apply, or create using Bloom's Taxonomy whenever appropriate.
• Promote student collaboration and engagement.
• Are appropriate for the class size and delivery method.
• Can be completed within the available class time.

For each activity, include:

1. Activity title.
2. Estimated time required.
3. Step-by-step instructions for the instructor.
4. Step-by-step instructions for students.
5. Materials or technology needed.
6. The primary Bloom's Taxonomy level addressed.
7. How the activity aligns with the lesson learning objectives.
8. Suggestions for adapting the activity for online, hybrid, or face-to-face instruction.
9. One method for assessing whether students achieved the intended learning objective.

Conclude by recommending which activity would be most effective for this lesson and explain why.

 

TLPEC Tip: Active learning is most effective when activities are intentionally aligned with learning outcomes rather than included simply to increase participation. Use AI to generate ideas but select and adapt activities that best fit your students, discipline, class size, instructional modality, and available class time. The most effective activities require students to actively apply, analyze, evaluate, or create knowledge, not simply recall information.

Purpose: Explore evidence-based teaching strategies that align with your learning outcomes, engage students, and support meaningful learning.

AI Prompt:  

You are an instructional designer with expertise in higher education pedagogy, learning sciences, and evidence-based teaching practices.

Help me identify effective teaching strategies for a college lesson or module.

Course Information
• Course:
• Audience:
• Lesson or Module Topic:
• Class Length:
• Class Size:

Department/Program Learning Outcomes:
[Paste the relevant department or program outcomes here.]

Course Learning Outcomes:
[Paste the relevant course learning outcomes here.]

Lesson Learning Objectives:
[Paste the relevant lesson learning objectives here.]

Teaching Environment
• Delivery Method (Face-to-Face, Online, Hybrid):
• Classroom Layout (Lecture Hall, Flexible Seating, Computer Lab, etc.):
• Available Technology (Canvas, Zoom, Microsoft 365, Poll Everywhere, etc.):

Recommend 8–10 evidence-based teaching strategies that:

• Align with the department/program learning outcomes.
• Support the course learning outcomes.
• Help students achieve the lesson learning objectives.
• Encourage active learning and student engagement.
• Promote higher-order thinking using Bloom's Taxonomy whenever appropriate.
• Are appropriate for the class size, discipline, and instructional modality.
• Foster an inclusive and accessible learning environment.

For each teaching strategy, include:

1. Strategy name.
2. Brief description.
3. Why it is effective for this lesson.
4. Which lesson learning objective(s) it supports.
5. Estimated class time required.
6. Materials or technology needed.
7. Suggestions for adapting the strategy for face-to-face, online, or hybrid instruction.
8. Potential challenges and suggestions for overcoming them.

Conclude by recommending the three teaching strategies that would be most effective for this lesson and explain why.

TLPEC Tip: There is no single "best" teaching strategy for every lesson. Effective instruction begins with your learning outcomes and considers your students, discipline, class size, available technology, and instructional modality. Use AI to explore instructional possibilities, then select and adapt strategies that best support your teaching goals and your students' learning needs.