Facing the reality that a majority of Canadian students are utilizing generative AI tools for their academic work, an increasing number of educators are incorporating artificial intelligence into their university courses. They are establishing clear guidelines and urging students to employ AI responsibly and critically. This shift is prompting instructors to reevaluate their teaching methods and assessment strategies, particularly due to concerns about academic honesty. While institutions typically delegate decisions regarding AI usage to individual faculty members, these professors are actively integrating AI into their curricula and guiding students on its appropriate utilization.
One example is Antonello Callimaci, an accounting professor at the Université du Québec à Montréal, who has developed an AI teaching assistant named Bobby. Bobby, an AI agent trained on Callimaci’s course materials, assists students by providing summaries, sample exams, and answers to specific queries. Callimaci emphasizes that Bobby serves as a learning tool rather than a substitute for students’ efforts, highlighting the importance of individual study and understanding. Similarly, political science professor Joseph Wong at the University of Toronto has modified his teaching approach by replacing traditional assignments with interactive activities involving AI. Wong now encourages students to engage in “reaction dialogues” with AI agents after their readings, fostering deeper comprehension and critical thinking skills.
Furthermore, Sidney Shapiro, an assistant professor at the University of Lethbridge, has leveraged AI tools to enhance student engagement in his classes. By incorporating generative AI into coding exercises, Shapiro has transformed mundane lessons into creative and interactive learning experiences. He emphasizes the significance of foundational skills such as critical thinking and transparent communication about AI usage. Similarly, Maggie McDonnell at Concordia University has integrated AI into her courses, prompting students to explore the implications of AI across various sectors and establish guidelines for its ethical use in assignments. McDonnell underscores the importance of adapting assessment methods and learning objectives to accommodate AI integration while maintaining academic integrity.
As educators navigate the evolving landscape of AI in education, they are continuously reevaluating their approaches to teaching and assessment. By encouraging responsible and ethical AI usage among students, these instructors are preparing the next generation to effectively navigate the intersection of technology and learning.