With many Canadian students utilizing generative AI for their academic work, educators in universities are increasingly incorporating artificial intelligence into their teaching methods. They are establishing clear guidelines and encouraging students to use AI responsibly and critically. This shift is prompting instructors to reconsider their teaching approaches and evaluation methods, as concerns about academic integrity persist, and institutions often leave decisions on AI usage to individual faculty members.
University professors are integrating AI into their courses and guiding students on meeting the expected learning outcomes. For example, Antonello Callimaci, an accounting professor at Université du Québec à Montréal, has created an AI teaching assistant named Bobby. Bobby assists students by providing prompt responses to queries based on Callimaci’s course materials, such as assignments, presentations, and lectures. While Bobby can summarize content, generate sample exams, and answer specific questions, students are reminded that it is a learning tool and not a substitute for their own work.
In another case, political science professor Joseph Wong at the University of Toronto has adapted his teaching approach by incorporating generative AI into student assignments. Instead of traditional reaction papers, students engage in “reaction dialogues” with AI after completing their readings. This method encourages students to delve deeper into the material and enhances their critical thinking skills.
Similarly, Sidney Shapiro, an assistant professor at the University of Lethbridge, has been leveraging AI and machine learning to create engaging lessons for students. By using generative AI tools, Shapiro can swiftly develop code based on students’ suggestions, making learning more interactive and memorable. Shapiro emphasizes the importance of foundational skills like critical thinking and transparency in using AI, noting that students need to develop these skills to effectively utilize AI tools.
Maggie McDonnell, a professor at Concordia University, integrates AI into her courses and collaborates with students to establish AI policies for assignments. She acknowledges that while some students may view AI as a shortcut, those in career-oriented classes recognize the value of using AI ethically and effectively. McDonnell continuously adapts her assessment methods and learning objectives to incorporate AI, emphasizing the need for educators to engage students in meaningful learning experiences rather than policing their use of technology.
As educators navigate the integration of AI into teaching practices, they face the challenge of balancing academic integrity with technological advancements, prompting them to constantly innovate and adapt their approaches to meet the evolving needs of students in the digital age.