In response to the prevalence of Canadian students utilizing generative AI tools for academic assignments, a growing number of educators are incorporating artificial intelligence into their university classes. They are establishing clear guidelines and encouraging students to use AI responsibly and critically. This shift is prompting instructors to reconsider their teaching methods and evaluation processes, as concerns regarding academic integrity persist, and decisions on AI usage are typically left to individual faculty members.
University professors are sharing insights on integrating AI into their courses and guiding students on meeting learning expectations. For instance, Antonello Callimaci, an accounting professor at Université du Québec à Montréal, has developed an AI teaching assistant named Bobby. Bobby assists students by summarizing course materials, creating sample exams, and providing answers to specific queries based on Callimaci’s content. Despite Bobby’s capabilities, Callimaci emphasizes that students should not rely solely on the AI tool for their work.
Political science professor Joseph Wong from the University of Toronto has adjusted his teaching methods to engage students in critical thinking through interactions with AI. Students in his program now engage in “reaction dialogues” with AI agents after completing weekly readings, fostering deeper engagement with the material. Wong emphasizes the importance of students developing analytical and critical thinking skills alongside their AI interactions.
At the University of Lethbridge, assistant professor Sidney Shapiro leverages AI and machine learning tools to enhance lesson engagement. By involving students in creating code and utilizing AI for interactive exercises, Shapiro aims to make learning more creative and memorable. He emphasizes the need for students to develop critical thinking skills despite the availability of AI resources.
Incorporating AI into her teaching approach, Maggie McDonnell at Concordia University involves students in exploring AI benefits and drawbacks across industries. Students are actively involved in developing an AI policy for their assignments, fostering responsible use of AI tools. McDonnell highlights the challenge of continually reevaluating assessment methods and learning objectives to adapt to the integration of AI in education.
Educators like McDonnell acknowledge the potential for students to use AI as a shortcut in certain courses but emphasize the value of engaging with AI ethically and effectively in career-oriented classes. Embracing AI technology requires educators to constantly innovate their teaching strategies and assessment practices, reflecting on the evolving landscape of education and technology integration.