Facing the reality that a majority of Canadian students are utilizing generative AI for educational purposes, an increasing number of educators are integrating artificial intelligence into their university classes. They are establishing clear guidelines and encouraging students to use AI responsibly and with a critical mindset. This shift is prompting instructors to reconsider their teaching methods and assessment strategies, especially regarding concerns about academic integrity, as decisions on AI use tend to be left to individual faculty members by institutions.
University professors are sharing insights into how they are incorporating AI into their curricula and guiding students on meeting academic expectations. For example, Antonello Callimaci, an accounting professor at Université du Québec à Montréal, has developed an AI assistant named Bobby to assist students. Bobby, trained on Callimaci’s course materials, provides timely responses to student queries, generates exam samples, and offers specific answers. Despite its capabilities, Callimaci emphasizes that Bobby is a learning aid and not a replacement for student effort.
In a similar vein, political science professor Joseph Wong from the University of Toronto has revamped his teaching approach to engage students with generative AI. Instead of traditional assignments, students now produce TikTok videos and engage in “reaction dialogues” with AI after completing readings. Wong aims to assess students’ ability to engage critically with course materials and AI tools, fostering analytical skills and learning value.
Furthermore, Sidney Shapiro, an assistant professor at the University of Lethbridge, leverages AI tools to enhance student engagement in his classes. By incorporating generative AI into coding exercises and interactive learning activities, Shapiro creates a dynamic and creative learning environment. While embracing automation and AI, Shapiro underscores the importance of foundational skills like critical thinking and transparent AI usage to equip students for the evolving educational landscape.
Maggie McDonnell, who teaches professional writing at Concordia University, integrates AI into her courses by exploring its implications across industries with students and collaboratively setting AI usage guidelines for assignments. McDonnell recognizes the potential for students to view AI as a shortcut in certain courses but emphasizes the importance of ethical and effective AI engagement in career-focused classes. She continually adapts her assessment methods and learning objectives to accommodate AI integration and ensure academic integrity.
As educators navigate the challenges of AI integration in education, they are tasked with reevaluating assessment practices, redefining learning objectives, and fostering student engagement. McDonnell highlights the need to balance enforcement with innovative teaching approaches that encourage students to demonstrate learning outcomes effectively, reflecting the evolving landscape of education in the digital age.
