{"id":76,"date":"2025-04-24T14:53:42","date_gmt":"2025-04-24T18:53:42","guid":{"rendered":"https:\/\/carleton.ca\/ai\/?page_id=76"},"modified":"2025-07-10T11:41:00","modified_gmt":"2025-07-10T15:41:00","slug":"recommendations-and-guidelines","status":"publish","type":"page","link":"https:\/\/carleton.ca\/ai\/instructors\/recommendations-and-guidelines\/","title":{"rendered":"GenAI in the Classroom: Recommendations and Guidelines"},"content":{"rendered":"\n
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\n GenAI in the Classroom: Recommendations and Guidelines\n <\/h1>\n \n \n \n\n

AI brings new possibilities for teaching and learning. But, it’s important to carefully consider the challenges and risks that come along with it. The recommendations below can help you navigate this rapidly evolving field.<\/p>\n\n\n <\/header>\n\n <\/div>\n\n

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杏吧原创’s Position<\/h2>\n\n\n\n

杏吧原创 University supports responsible innovation in teaching and learning. We encourage instructors to explore GenAI as a tool to enhance\u2014not replace\u2014human creativity, critical thinking and meaningful assessment. GenAI invites us to reimagine how we design learning experiences, from in-class activities to assignments and evaluation strategies. This includes reconsidering how traditional assessments can continue to serve their purpose in an AI-augmented environment.<\/p>\n\n\n\n

Our approach will continue to evolve as the technology advances, with ongoing support from Teaching and Learning Services (TLS), Information Technology Services (ITS) and the Library to ensure alignment with academic integrity, disciplinary values and student success.<\/p>\n\n\n\n

Teaching and Learning with GenAI: Insights and Recommendations<\/h2>\n\n\n\n

In early 2023, 杏吧原创 convened a cross-campus working group to explore the opportunities and challenges of GenAI in teaching and learning. Drawing on both academic literature and practices emerging across Canadian and international institutions, this group laid important groundwork for helping instructors navigate this shifting landscape. Their findings are summarized in the report AI in Teaching at 杏吧原创: Opportunities and Challenges, which offers context and considerations for educators across disciplines.<\/p>\n\n\n\n

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Read the report<\/a><\/div>\n<\/div>\n\n\n\n

Building on their insights, TLS has developed practical recommendations to support thoughtful, student-centred integration of GenAI in your courses.<\/p>\n\n\n\n

Developing Your Course-Level AI Strategy<\/h3>\n\n\n\n

Developing a course-level AI strategy can help instructors respond to GenAI in discipline- and course-specific ways. The following four-pronged approach provides a concrete outline for integrating GenAI in a tailored way that aligns with your teaching philosophy, supports your course learning outcomes, respects your disciplinary context and supports authentic student learning. Each step can be adapted to suit your course context and teaching style\u2014and TLS is here to provide feedback and support along the way.<\/p>\n\n\n\n

Course GenAI Policy and Syllabus Language<\/h4>\n\n\n\n

Start by deciding whether, how and when students can engage with GenAI tools in your course. Clearly communicate these expectations in your syllabus<\/a>. A transparent policy helps set the tone and reduce confusion around what constitutes fair use versus misuse.<\/p>\n\n\n\n

The “AI Talk”<\/h4>\n\n\n\n

Carve out time early in the term to talk with students about GenAI. This conversation can address the tool’s capabilities, its limitations, how it relates to your course objectives and the role it plays in your broader teaching philosophy. This up-front clarity saves time later and opens the door for meaningful dialogue.<\/p>\n\n\n\n

1+ GenAI Activity<\/h4>\n\n\n\n

Often paired with the “AI Talk,” consider incorporating at least one learning activity that meaningfully engages with GenAI. Whether it\u2019s a brainstorming exercise, a critique of an AI-generated response or a side-by-side comparison task, these activities can help students better understand when and how GenAI is useful\u2014and when it falls short.<\/p>\n\n\n\n

Rethinking Assessments<\/h4>\n\n\n\n

Rethinking doesn\u2019t mean reinventing. It means reflecting on what your assessments are really measuring\u2014and how GenAI might affect that. In some cases, small adjustments (e.g. modifying the rubric or changing the context) can make assessments more AI resilient while maintaining their pedagogical intent.<\/p>\n\n\n\n

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\n Submit Your AI Strategy\n <\/h2>\n <\/header>\n \n \n\n

Instructors are invited to submit their draft course-level AI strategy to TLS for feedback, or invite us to facilitate a departmental conversation about AI in your discipline. We’re here to help you navigate this evolving landscape in ways that are intentional, aligned and empowering.<\/p>\n\n\n\n

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Submit Your AI Strategy<\/a><\/div>\n<\/div>\n\n\n <\/div>\n\n\n <\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

杏吧原创’s Position 杏吧原创 University supports responsible innovation in teaching and learning. We encourage instructors to explore GenAI as a tool to enhance\u2014not replace\u2014human creativity, critical thinking and meaningful assessment. GenAI invites us to reimagine how we design learning experiences, from in-class activities to assignments and evaluation strategies. This includes reconsidering how traditional assessments can continue […]<\/p>\n","protected":false},"author":40,"featured_media":0,"parent":21,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_cu_dining_location_slug":"","footnotes":"","_links_to":"","_links_to_target":""},"cu_page_type":[14],"class_list":["post-76","page","type-page","status-publish","hentry","cu_page_type-general"],"acf":{"cu_post_thumbnail":""},"_links":{"self":[{"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/pages\/76","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/users\/40"}],"replies":[{"embeddable":true,"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/comments?post=76"}],"version-history":[{"count":4,"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/pages\/76\/revisions"}],"predecessor-version":[{"id":515,"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/pages\/76\/revisions\/515"}],"up":[{"embeddable":true,"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/pages\/21"}],"wp:attachment":[{"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/media?parent=76"}],"wp:term":[{"taxonomy":"cu_page_type","embeddable":true,"href":"https:\/\/carleton.ca\/ai\/wp-json\/wp\/v2\/cu_page_type?post=76"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}