Tips, Tricks & Traps Blog

Google Drive link to presentation

This session by Ashley Evans explores two complementary approaches to Gen AI in the classroom: AI-resistant assignment strategies that limit AI short-cuts and safeguard authentic learning, and AI-inclusive strategies that teach students to use AI responsibly, transparently, and critically. Assignment examples include submissions from Jefferson College faculty. This presentation was sponsored by the Office of the Vice President of Academic Affairs, the Center for Teaching & Learning, and Jefferson College Library.

Ashley Evans is a tenured professor and program chair of Software Development and Cloud Computing at Valencia College in Orlando, Florida. She leads academic initiatives focused on integrating cloud technologies and artificial intelligence into technical education, while also championing equitable, student-centered learning practices. At the 2025 "Teach with AI Conference" hosted by the University of Central Florida, Ashley presented “Designing Assignments That AI Can’t Solve: Strategies for Educators,” where she shared practical techniques for creating AI-resistant assignments that emphasize critical thinking, authentic engagement, and meaningful assessment. You can learn more about Ashley and see examples of her strategies on her website, TeachAIReady.com.

Collected by Jennifer Van Wyk, Assistant Professor of Chemistry, the following research articles examine AI in higher education, specifically in the field of STEM. However, Van Wyk notes that though they are “more STEM based…the references in the articles contain other disciplines.” So, depending on your area, it might be helpful to give these articles a skim and check out the references.

• Kohnke, S., & Zaugg, T. (2025). Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education. Education Sciences, 15(1), 68. https://doi.org/10.3390/educsci15010068  
• Rodrigues Vasconcelos, M. A., & dos Santos, R. P. (2023). Enhancing STEM learning with ChatGPT and Bing Chat as objects to think with: A case study. Eurasia Journal of Mathematics, Science & Technology Education, 19(7), 1–15. https://doi.org/10.29333/ejmste/13313
• Smith-Mutegi, D., Mamo, Y., Kim, J., Crompton, H., & McConnell, M. (2025). Perceptions of STEM education and artificial intelligence: a Twitter (X) sentiment analysis. International Journal of STEM Education, 12(1), 1–18. https://doi.org/10.1186/s40594-025-00527-5

This discussion topic was recommended by a faculty member wanting to know more about AI browser plug-in capabilities, if instructors are having issues with students using them to auto-answer Canvas and textbook platform quizzes and exams, and what, if anything, they've tried to mitigate this issue. 

In theory, the Respondus LockDown Browser should be capable of preventing the use of browser plug-ins and has addressed concerns about ChatGPT– but has anyone tried testing this? Or do you use a different tool or strategy to prevent students from using AI browser plug-ins? 

Please share any experiences, insights, or other related concerns for discussion in the comments below!

If you allow the use of AI for your assignments, it is important that your students understand when/how to disclose their AI use. And since you're the instructor, you get to decide how you want them to do it! There are various ways you may prefer students to acknowledge their use of AI, including the commonly used method of citation. Depending on your discipline, you may be familiar with a particular citation style already, and thankfully most styles do have recommendations for citing Generative AI tools like ChatGPT. For a brief overview of acknowledging and citing GenAI in academic work, check out this book chapter. For individual style guides, check out the links below.

• APA
• MLA
• Chicago

Other methods have become popular as well, like the use of acknowledgement sections in assignments. Acknowledgement sections are intended to have students explain what tool(s) they used & why, how the tool was used, and how the output was adapted. Generally, acknowledgements of how students used AI tools should include the name of the tool & a link to the website to access it, a description of the type of task the tool they asked the tool to complete, a list of the specific prompt(s) used, and explanation of how the output was used in their work. For more examples of acknowledgement sections, check out this link from Monash University and guidelines for AI use & disclosure advice from UMSL (be sure to try out the AI Tool Acknowledgement Form). 

Have other ideas or suggestions? Leave a comment below!

One of the most recommended ways to ensure students aren't turning in AI-enhanced work is to ask them to track changes in their document, program, etc. so you can see their progress. Whether you want to familiarize yourself with how this works or provide guidance to students, here are some instructions for tracking changes in commonly used software:

• Track changes in Microsoft Word
• Tracking and Reviewing changes in Adobe products
• Tracking changes in Google Docs

If anyone has any other relevant suggestions, tips, or thoughts about this topic, please comment below.

Check out this post for teaching materials, lesson plans, and other pedagogical resources that can help you bring AI into your classrooms through assignments and activities.

For those of you who have already been incorporating AI into your teaching, please comment below with some of your favorite resources or pedagogical materials you're willing to share. This post will be routinely updated with a list of recommendations from fellow faculty members.

• Integrating AI to Guide Learning – Miami University
  • Includes recommendations for teaching writing with AI and some teaching resources & lesson plans developed by the school's AI working group teams
• Assignments - AI Pedagogy Project (metaLAB @ Harvard)
  • An evolving collection of curated assignments that ingrate AI tools, developed by educators from around the globe
• AI Teaching Strategies: Transparent Assignment Design - The Ohio State University
  • Applies the Transparency in Learning and Teaching (TILT) framework to assist in planning an assignment that using AI

Check out this post for recommended AI tools, platforms, services, etc. for all different purposes.

For those of you who have already been utilizing AI in your classrooms & for assignments, please comment below with your favorite tools, platforms, etc. and what you use them for. This post will be routinely updated with a list of recommendations from fellow faculty members.

• 7 AI Tools that Help Teachers Work More Efficiently
• 24 Best AI Tools for Special Education Teachers in 2024
• The AI Toolbox – Elon University's Student Guide to Artificial Intelligence
• Generative AI Product Tracker - Ithaka S+R
  • Lists GenAI products that are marketed specifically to, or appear to be in use by, postsecondary faculty & students

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