In light of the increasing use of generative AI by Canadian students for academic tasks, more educators are integrating artificial intelligence into their university classes. They are establishing clear guidelines and encouraging students to utilize AI responsibly and critically. This shift is prompting instructors to revise their teaching methods and evaluation processes, as institutions typically leave decisions regarding AI usage to individual faculty members.
University professors are incorporating AI into their courses and guiding students on meeting academic expectations. For example, 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 material, creating sample exams, and answering specific queries based on the content provided by Callimaci.
Political science professor Joseph Wong from the University of Toronto has adapted his teaching approach to engage students using generative AI. Instead of traditional assignments, students now produce TikTok videos and engage in “reaction dialogues” with AI after weekly readings. Wong emphasizes the importance of students not only grappling with course material but also engaging in meaningful conversations with AI.
At the University of Lethbridge, assistant professor Sidney Shapiro leverages AI and machine learning tools to enhance lesson engagement and relevance. He encourages students to think critically and emphasizes foundational skills while exploring creative ways to incorporate AI into learning activities.
Maggie McDonnell, an instructor at Concordia University and the Université de Sherbrooke, integrates AI across her courses, fostering student research on AI applications and developing AI policies for assignments. McDonnell acknowledges that some students may view AI as a shortcut in certain courses but emphasizes the importance of ethical and effective AI use in career-oriented classes.
The incorporation of AI technology in education requires educators like McDonnell to continuously reassess assessment methods, adapt learning objectives, and innovate teaching approaches. McDonnell underscores the need for educators to focus on the process of learning rather than just the outcome, challenging students to engage thoughtfully with AI while demonstrating their understanding and critical thinking skills.