Interested in exploring how generative AI can enhance your teaching or curriculum design?
This page offers practical examples of how you can begin integrating GenAI into your work. Each use case includes an implementation strategy, a discipline-specific example, and a sample prompt you can adapt and customize in Gemini to fit your unique context. As you experiment, remember to carefully review and evaluate all AI-generated output for accuracy and relevance as these prompts are intended as a starting point to inspire new ideas and approaches. If you have additional use cases, examples, or prompts to share, we’d love to include them on this page and acknowledge your contribution. Please send your suggestions to LDCSupport@sandiego.edu.
| Function | Use Case | Example | Prompt |
| Create course outline | Use AI to generate a structured outline based on course goals. | Use GenAI to generate weekly topics and assignments tailored to the course objectives. | “Generate a 14-week syllabus for an [undergraduate philosophy] course that breaks down the learning topics by week. Use these learning outcomes and course description to generate the breakdown. [include CLOs and course description]” |
| Tailor course reading list | Use AI to tailor your course reading list to maximize effectiveness | For a history course, provide Gemini your textbook title and a list of readings you would like to assign and ask for suggestions on which will be the most effective in supporting the learning outcomes. |
“I’m teaching [course title] using the textbook [textbook title and author] The course learning outcomes include: [list CLOs]. Here’s a list of readings I’m considering assigning in addition to the textbook: [list readings]. Suggest which of these readings would most effectively support my learning outcomes, and explain why.” Note: If you already have all your readings in the folder in GDrive, you can just reference the folder instead of listing all the reading titles. |
| Continuous Improvement | AI can suggest strategies for engagement based on student feedback or performance. | If students in previous semesters struggled with photosynthesis, you may consider reinforcing the topic to include additional activities or resources. | “I’m preparing to revise my [course title] for next semester. Based on student feedback and performance data, many students struggled with understanding [insert concept or topic], particularly [insert specific sub-topic] Suggest strategies, activities, or resources to improve student engagement, scaffold the concept and increase comprehension.” |
| Produce lesson learning outcomes | Define clear and measurable objectives for each lesson. | For a quantitative research methods course, the outcome might be “Student will be able to apply descriptive and inferential statistical techniques” | “I’m developing a [course title] and want to define clear, measurable learning outcomes for each lesson. Write specific and measurable learning outcomes for the following course topic [list lesson title, description]. The outcomes should align with Bloom’s Taxonomy.” |
| Develop rubrics | Design assessment criteria to be used for grading | For an essay on Shakespeare, use GenAI to develop criteria like clarity of thesis, textual evidence, analysis quality, and grammar. | “Develop a grading rubric for a final essay in a sociology course, emphasizing critical analysis, use of evidence, and writing clarity. [Assignment Instructions] [Course learning outcomes] |
| Generate Assessment Ideas | Generate assessment items based on course learning outcomes. | Based on the learning outcomes for a course, generate assignment ideas for cumulative course assessment. |
“Provide me ideas for the final assessment for [course title]. The assessment must align with my course learning outcomes. [include course learning outcomes]The assignment should Integrate all learning outcomes. Encourage higher-order thinking (analysis, synthesis, and creation). Include a brief description of the task, deliverables, and evaluation criteria.” Optional: Allow flexibility in format (e.g., written report, multimedia presentation, instructional design proposal). |
| Create presentation and slides | AI tools can design visually appealing slides based on lecture content. | For a lesson on the Renaissance, slides can be auto-generated with key points and images of relevant artworks. | Generate a slide outline for a 45-minute lecture introducing Renaissance art, including visuals and key discussion prompts. |
| Develop a knowledge check for videos | Extract key points from educational videos to create a self-guided learning check. | From a documentary on Ancient Egypt, generate questions that students could use to check their comprehension. | “I’m assigning [video title and link] for my [course title]. I’d like to create a knowledge check that helps students review key ideas and assess their understanding after watching the video. Generate a set of multiple choice questions based on the videos main themes.” |
| Generate Feedback for Quizzes | Use GenAI to quickly create student feedback on quiz questions for correct and incorrect answers. | For a multiple-choice test delivered in Canvas, quickly created feedback for correct and incorrect multiple choice answers in order to preserve the integrity of the exam. | [upload quiz questions as a document] “I’ve created a multiple-choice quiz for my [course title]. Generate automated feedback for each question (one version for correct answers and one for incorrect answers) to help students learn from their responses while not revealing the correct answer. Feedback should: Confirm understanding for the correct answer. Explain common misconceptions for the incorrect options. Be concise (1–2 sentences each) and written in an encouraging, educational tone.” |
| Scaffolding/Pre-Course Work | Design intensive, short-term courses on specific topics for students to prepare prior to starting the class. | Design a short course on Python programming basics, covering introductory concepts prior to starting the intermediate course. | “I’m teaching [course title] next semester and would like to design a short, self-paced preparatory module for students who need a refresher on [topic] fundamentals before the course begins. Design a pre-course learning module (approximately 3–5 hours of total work) that introduces or reviews the following core topics: |
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Design reading quizzes, assessments, and rubrics |
Create quizzes to assess reading comprehension and understanding. | After assigning a chapter from a text or research articles, design a quiz testing concepts to gauge students retention prior to the start of class. |
[Upload textbook chapters and/or articles] “I’ve assigned [the attached readings] Design a short quiz to assess students’ comprehension and retention of key ideas in the readings. Create 10 quiz questions (a mix of multiple-choice and short-answer) that test understanding of key terms, theories, and applications from the readings. Answer key with brief explanations for correct answers.” Options: Ask to format questions for Respondus for easy upload into Canvas. |
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Design scenario-based learning |
Create scenarios or games for learning. | For business students, develop multiple scenarios for applying a particular marketing concept in multiple industries. |
“I’m developing a lesson for [course title] and want to incorporate a scenario to help students apply [insert concept] in realistic contexts.Create several engaging scenarios that allow students to apply this concept across different industries [include industry verticals].” |
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Integrate flipped learning into your curriculum design |
Design lessons where students engage with content outside class and activities in class. | Assign interactive online modules on cellular structures for homework, reserving class time for application of concepts. |
“I’m designing a lesson for [course title] and want to integrate a flipped learning approach. The goal is for students to [lesson learning outcome]. Design a lesson plan where students engage with core content before class and apply that knowledge during class through active learning. The plan should include: Pre-class activities: such as short videos, interactive online modules, or reading assignments that introduce [lesson topic]. In-class activities: such as group problem-solving, model-building, or case-based discussions that require applying concepts from the pre-class materials.Assessment ideas: low-stakes quizzes or reflection prompts to check understanding at the end of class.” |
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Facilitate discussions about GenAI impacts |
AI can suggest discussion topics on AI impacts in your discipline. | In a sustainability course, you may want to discuss the topic “AI and environmental impacts”. |
“Provide a list of thought-provoking discussion questions about AI and environmental impacts that encourage multiple viewpoints.” |