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The Center for Teaching, Learning, and Assessment launched an asynchronous AI in Teaching and Learning Institute based on over four semesters of faculty professional development on the topic. This modular course introduces instructors to strategies and pathways for leveraging generative artificial intelligence in courses and in day-to-day administrative tasks.

The professional development offering was initially made possible by a Konneker Learning and Discovery Fund grant and the exceptional work of five CTLA GenAI faculty fellows: Lead fellow Paul Shovlin, English; Jared DeForest, Environmental Sciences and Plant Biology; Yanhui Fang, Engineering; Jennifer Lisy, Teacher Education; and Basil Masri Zada, Art and Design. The asynchronous course development team was led by Lisy and allows for scaling earlier efforts.

鈥淭his course is your chance to dip your toes in and explore how AI can transform your teaching, scholarship and/or professional life,鈥� Lisy said. 鈥淲hether you are still learning what generative AI is or come in with a wealth of experience looking for some new ideas, there is something for everyone. The previous AI institutes required an extensive course redesign; this asynchronous course is a lighter lift with more customizable options.鈥�

A carousel of mini-modules covers topics like 鈥淎I Writing Assignments,鈥� 鈥淕enerating Rubrics,鈥� 鈥淎I Quiz Question Generation,鈥� 鈥淕enerating Case Studies,鈥� 鈥淐reating Interactive Class Activities鈥� and 鈥淎I Mash-Up,鈥� among others.

鈥淲e had faculty from various fields who participated in previous AI institutes help us design resources for our participants to explore,鈥� Lisy added. 鈥淚 love the idea of being able to customize your learning, and the design of this offering aligns well with the personalization capabilities of AI in education.鈥�

GenAI in Teaching and Learning Certification Outcomes

By the end of the course, participants will be able to:

• Reflect and Design for AI in Higher Education: Faculty will critically reflect on their beliefs regarding AI in academia and craft a syllabus statement that aligns with their pedagogical values, clearly articulating expectations for ethical AI use to support student learning and integrity.
• Integrate AI to Enhance Teaching and Learning: Faculty will identify and implement at least one AI-driven tool or strategy in their own course to improve student outcomes or enhance their own teaching capacity, evaluating its impact on engagement, accessibility, or learning efficiency.

Certification Requirements

Part 1 of the Instructional Redesign Portfolio includes:

• Challenge Statement - Identification of the pedagogical challenge the participant aims to address with AI integration.
• Policy Statement - Articulation of the course鈥檚 AI policy, ensuring alignment with pedagogical goals and ethical considerations.
• (Re)Design/Deliverable - Development of a concrete (re)vision that integrates AI into a course. This could be an activity, assignment, or instructional unit.
• Assessment Plan - Development of a simple and doable strategy to measure the effectiveness of the AI-enhanced redesign.

Part 2 of the Instructional Redesign Portfolio is submitted after the enhancements are launched in a course and includes:

• Description of the Strategy Implementation -- A thorough description of how the AI-ehancement was implemented and challenges or changes to the original plan.
• Assessment Data -- A summary of assessment data (student surveys; de-identified assignment performance, etc.).
• Reflection on the GenAI in Teaching and Learning Pathway -- An opportunity to analyze practice, identify strengths and weaknesses and further improve teaching effectiveness.