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AI has taken the world by storm, and the education field is no exception. After over two decades teaching at The Paul Merage School of Business at the University of California, Irvine, I have seen lots of changes related to curriculum, teaching resources and students. However, I\u2019ve seen nothing quite like the wave of AI tools<\/a> popping up in classrooms. It\u2019s exciting, a little daunting and definitely something we all need to talk about.<\/p>\n So, here\u2019s the deal: I\u2019m not an AI expert. But I have spent a lot of time experimenting with AI, learning from my mistakes and figuring out what works and what doesn\u2019t. I\u2019d like to share some of these experiences with you.<\/p>\n AI is already here, whether we\u2019re ready for it or not. According to Cengage research<\/a>, use of AI has nearly doubled among instructors, from 24% in 2023, to 45% in 2024. Many of us are using AI to create lectures, craft assignments and even grade assessments. The challenge is not whether we adopt AI. Rather, it\u2019s doing so in a way that enhances our students\u2019 learning outcomes, while maintaining academic integrity<\/a> in our courses.<\/p>\n In my online undergraduate business law<\/a> course, I have always required my students to take written assessments, where they analyze a set of facts to reach a legal conclusion. Not only am I trying to teach them the principles of law, but I want them to improve their writing skills.<\/p>\n A few years ago, I noticed a subtle increase in the overall scores for these written assessments. I have taught this course for over 20 years, so I knew what the historical scores were. Looking into it further, I started hearing about how some students were using ChatGPT<\/a> in their courses. This got me wondering whether some of my students had already been using it to take my written assessments. Quick answer: yes, they were. This now presented a problem: what do I do about it? In an online course, how can I prohibit the use of AI tools on a written assessment while effectively enforcing that ban?\u00a0 I shifted my focus from policing and enforcing a ban on the use of AI in my courses to teaching my students how to use AI responsibly.<\/p>\n In my course, I developed assignments called \u201cWritten ApprAI<\/strong>sals.\u201d These three-part writing assignments combine traditional learning with AI-assisted refinement. These teach students how to use AI responsibly while improving their critical thinking and writing skills. Here\u2019s how it works:<\/p>\n Students are given a law and related news article about a current legal issue. They must write a memo which analyzes the constitutionality of this law. I also provide them with guidance on utilizing the standard legal memo format, known as IRAC<\/a> (Issue, Rule, Analysis, Conclusion), to help organize their thoughts and writing.<\/p>\n Students are permitted to use whatever materials they have, including eBooks, my lecture videos and outlines, Cengage\u2019s online learning platform, MindTap<\/a> and its resources, and any other information they ethically obtain online. But, they\u2019re not permitted to use AI.<\/p>\n The purpose of this first draft is for them to demonstrate the foundational knowledge they should have already learned. Students must attest to completing this first draft without using AI, and it\u2019s worth 30% of the total \u201cWritten ApprAI<\/strong>sal\u201d grade.<\/p>\n Once I have given them feedback on their first drafts, students are required to use AI to improve their first draft. Students must submit the URL to their AI queries and responses (\u201cAI log\u201d). Or less ideally, they can submit a PDF or screenshot of them. I can assess the effort they put in, evaluate their queries, and provide guidance on how to more effectively use AI. This part is worth 40% of the total \u201cWritten ApprAI<\/strong>sal\u201d grade.<\/p>\n Using what they\u2019ve obtained from AI, along with my feedback, students must transform their first draft into an improved final draft.\u00a0Students are permitted to continue using AI as well.\u00a0 They must turn on track changes in their document so I can see what changes they\u2019ve made to the first draft.<\/p>\n It takes a lot of effort to find the right law and related news article to use. Not only does the law have to be current, but it also must be interesting and relevant to the students. Legal issues must be presented in a way which are factually neutral to avoid bias. And, the news articles must be factual and not cluttered with distracting commentary or opinions.<\/p>\n Additionally, rapid feedback is required. With up to 150 students in my course, I only have a little more than 24 hours to turn around written feedback and comments on their first drafts and AI logs. Frankly, it can be overwhelming.<\/p>\n I have learned a few things along the way about integrating AI into my courses.<\/p>\n Establish clear rules: <\/strong>Be upfront and clear about when, and how, AI can be used. Stick to those rules and enforce them.<\/p>\n Consider accessibility: <\/strong>Not every student has easy or affordable access to AI tools. Make sure you have alternatives available for these students.<\/p>\n Teach foundational knowledge first:<\/strong> Students need to know the core concepts so they can critically evaluate any AI-generated content.<\/p>\n Require transparency: <\/strong>Students must show how they used AI. It is a great way to keep them honest.<\/p>\n Be flexible and open to experimentation, most importantly:<\/strong> Mistakes are inevitable. There will be times where something you thought would work just doesn\u2019t. That\u2019s ok. Adjust and keep innovating.<\/p>\n AI is here to stay, and that\u2019s not necessarily a bad thing. AI is a tool that can help students learn. But, it\u2019s up to us to show our students how to use AI responsibly. Whether it\u2019s helping them improve their writing skills, gain foundational knowledge or develop critical thinking skills, AI has so much potential in our courses. Let\u2019s embrace it and figure out how to make it work for each of us.<\/p>\n Got ideas or experiences with AI in your courses? Let\u2019s connect.<\/a> I would love to hear how you are using it!<\/p>\nAI in education: What\u2019s the big deal?<\/h2>\n
A shift in focus<\/h2>\n
Teaching students to use AI responsibly<\/h2>\n
Step 1: Write a first draft without AI<\/h3>\n
Step 3: Integrate AI to resolve deficiencies<\/h3>\n
Step 3: Use AI to help write a final draft<\/h3>\n
Why has this approach worked in my course?<\/strong><\/h2>\n
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Issues related to this approach<\/h2>\n
Tips on integrating AI into your course<\/h2>\n
Final Thoughts<\/h2>\n