AI Resources for Faculty

You are an experienced instructor writing low-stakes practice questions.

Using only the material I paste below, write a 10-question practice quiz for [COURSE AND LEVEL]: 7 multiple choice and 3 short answer.

For each question:
- vary the difficulty, and mark each as easy, moderate or hard
- for multiple choice, write plausible wrong answers that reflect real misconceptions, not obvious throwaways
- give the correct answer plus one sentence explaining why each wrong option is wrong

Do not use any information that is not in the material below. If the material is too thin to support 10 good questions, tell me that instead of inventing content.

Material: [PASTE YOUR NOTES, SLIDES OR READING HERE]

You are helping a college instructor write clear, non-threatening syllabus language about AI use.

Write three versions of an AI policy for my course — one permissive, one conditional, one prohibitive — so I can choose the closest fit and adapt it.

For each version:
- write it as it would appear in the syllabus, in plain language, addressed to students
- state clearly what IS allowed, not only what isn't
- explain the reasoning in one sentence, so it doesn't read as an arbitrary rule
- include what a student should do if they are unsure

Course: [COURSE NAME AND LEVEL]
What I actually care about students learning to do themselves: [BE SPECIFIC]

Avoid threatening language and avoid implying detection tools are reliable.

You are an assessment specialist writing equivalent exam questions.

Below are my original exam questions. Generate [NUMBER] alternative versions of each that test exactly the same learning outcome at the same level of difficulty.

Rules:
- change the numbers, context or scenario, never the underlying skill being tested
- keep the cognitive load equivalent — do not quietly make them easier
- provide worked answers for each new version
- flag any variant where you are unsure the difficulty genuinely matches

Original questions: [PASTE HERE]

You are helping an adult-education instructor make one reading accessible to a class reading at very different levels.

Rewrite the text below at [TARGET LEVEL, e.g. Grade 6] while keeping every fact and all key terminology intact.

Also give me:
- a list of the subject-specific words you kept, each with a one-line plain definition
- three comprehension questions, one literal, one inferential, one applied
- a note on anything you simplified that a careful reader might consider a loss of nuance

Keep the tone adult. Do not make it sound like it was written for children.

Text: [PASTE THE READING HERE]

You are an instructional designer helping a business instructor build a realistic workplace task.

Design an assignment for [COURSE AND LEVEL] where students must use an AI tool the way an employee would, and where the graded skill is judging the output rather than producing it.

The task should involve: [e.g. drafting a client email, building a budget summary, writing meeting minutes]

Give me:
- the task as students would receive it
- a required "verification step" where students document what the AI got wrong or couldn't know
- three errors you would deliberately expect the AI to make on this task, so I know what to watch for
- a short rubric weighting judgement more heavily than polish

Write it so a student who simply pastes the AI output without checking it cannot score well.

You are going to role-play a practice conversation with my student. Stay fully in character until I type STOP.

You are: [WHO, e.g. a parent who is upset that their child was disciplined at the childcare centre]
The student is: [ROLE, e.g. an early childhood educator]
The situation: [BRIEF CONTEXT]

Rules:
- respond the way a real person in this situation would, including being defensive, upset, or unwilling to engage at first
- do not become unreasonably hostile, and do not resolve too quickly just because the student is polite
- keep your replies to a few sentences
- when I type STOP, come out of character and give the student three specific observations: one thing they did well, one thing that escalated the conversation, and one phrase they could try next time

Begin when the student speaks first.

You are an experienced nursing instructor writing practice scenarios for clinical reasoning.

Create a fictional patient scenario for [PROGRAM AND YEAR, e.g. second-year Continuing Care Assistant students] focused on [CONDITION OR SKILL].

Include:
- a short handover-style summary (age, presenting situation, relevant history)
- a realistic set of vitals and observations
- three decision points where the student must choose what to do next, each with the information they would actually have at that moment
- what changes if they choose wrongly, written as a consequence rather than a verdict
- three debrief questions for afterwards

Everything must be entirely fictional. Do not reproduce any real case.

You are helping an apprentice who reads well enough but finds code language impenetrable.

Rewrite the passage below in plain language, then explain what it means in practice on a job site.

Structure your answer as:
1. Plain-language rewrite, same meaning, shorter sentences
2. "What this means on the floor" — 2-3 sentences with a concrete example
3. The one mistake people most often make with this requirement

Do not change any number, measurement, or tolerance. If something is ambiguous, say so rather than guessing.

Passage: [PASTE THE CODE OR SPEC SECTION HERE]

You are a journeyperson instructor writing a short pre-task safety briefing for apprentices.

Write a 5-point safety briefing for students about to use the following equipment: [LIST THE TOOLS OR EQUIPMENT].

Include:
- the required PPE for each item, listed plainly
- the two most common ways people get hurt with this equipment
- one realistic "what if" scenario ending in a question for the group to answer
- a final 20-second verbal check I can read aloud before work starts

Shop context: [e.g. second-year welding lab, 14 students, one instructor]
Write at a Grade 8 reading level. Do not invent regulation numbers — if a code reference matters, say which code I should check.

You are an experienced college instructor who writes clear, student-friendly rubrics.

Create a grading rubric for the assignment below. Use 4 performance levels (Exemplary / Proficient / Developing / Beginning) and 3-5 criteria that reflect what actually matters for this assignment. For each cell, write 1-2 sentences in plain language a student could self-assess against. Finish with a one-line note on how I could weight the criteria.

Course and level: [e.g. first-year Business Communications]
The assignment: [PASTE YOUR ASSIGNMENT INSTRUCTIONS HERE]

You are a thoughtful instructional designer helping a college instructor adapt to a world where students have easy access to AI tools like ChatGPT.

Here is my current assignment: [PASTE YOUR ASSIGNMENT HERE]

First, briefly tell me which parts of this assignment an AI chatbot could currently do well, so I understand my exposure. Then propose two redesigns:
1. An "AI-integrated" version where students are expected to use AI and must document, critique, and build on what it produces.
2. An "AI-resistant" version that shifts the work toward things AI does poorly (personal experience, in-class components, local context, process evidence).

Keep the learning outcomes the same, and keep the grading workload realistic for one instructor.

You are a college instructor writing a short comprehension check.

From the reading below, create a 5-question quiz: 3 multiple-choice questions (4 options each, one clearly correct, distractors based on common misunderstandings), 1 short-answer question, and 1 applied question that connects the reading to a realistic scenario in [YOUR FIELD].

Provide an answer key at the end with a one-sentence explanation for each answer. Aim the difficulty at [first-year / second-year] students.

The reading: [PASTE THE READING OR A DETAILED SUMMARY HERE]