TEACHING & LEARNING CONVERSATIONS REFLECTION
Topic: Assignment Makeovers in the AI Age (Podcast by Derek Bruff)
Date: November 6, 2023
https://teachinginhighered.com/podcast/assignment-makeovers-in-the-ai-age/
Overview
This conversation centered around the rapid emergence of generative AI and its implications for teaching and learning. The group discussion followed the Teaching in Higher Ed podcast episode featuring Derek Bruff, who explored how the sudden rise of technologies like ChatGPT has challenged traditional assignment design and forced educators to re-evaluate assessment strategies.
Podcast Summary
Derek Bruff makes a compelling case that the technologies shaping higher education have shifted dramatically and quickly, requiring instructors to rethink long-standing approaches. He describes this as an opportunity not just a challenge for faculty to reflect on what they’re truly assessing and to align assignments with deeper learning goals. Bruff encourages instructors to lean into this moment of disruption by designing assignments that are more personalized, reflective, process-oriented, or creativity-based tasks that AI can’t easily replicate.
One quote that stood out was: “The technologies at play in higher education changed dramatically in a very short amount of time, and that required us to kind of rethink what we were doing as teachers.” – Derek Bruff
Reflection on the Conversation
What stood out most during the group discussion was how many participants expressed resistance or discomfort with AI tools. There was a strong sense of skepticism, with many focused on the threats AI poses to academic integrity or the fear of students misusing it. While these concerns are valid, I found it surprising how little openness there was to exploring AI's potential benefits, both for instructors and students. Rather than viewing AI as something to ban or avoid, Bruff’s perspective reminded me that we have an opportunity to embrace AI as a teaching tool, one that reflects the real-world environments students are entering. For example, if AI is reshaping communication, writing, coding, and even health care, shouldn’t we be helping students learn how to engage with it responsibly? As educators, we can model ethical use, support critical thinking, and create assignments that emphasize learning over output. This podcast reinforced the importance of flexibility, creativity, and relevance in assignment design. Instead of doubling down on detection and surveillance, we can focus on redesigning tasks to emphasize the process of learning, not just the final product.
Key Takeaways
Resistance to AI is common, but we risk missing opportunities for innovation and real-world relevance if we ignore its presence.
Assignment design should evolve to emphasize personalization, reflection, critical thinking, and process over product.
Educators have an important role in modeling responsible, ethical, and strategic uses of AI.
This moment calls for rethinking assessment practices, not just policing new technologies.
Conclusion
The conversation pushed me to think about how I approach AI in my own classroom. Rather than treating it as a threat, I want to explore ways to integrate it meaningfully through assignments that require students to analyze, reflect, and apply course concepts in ways that AI alone can’t replicate. This shift aligns with a broader goal of fostering deeper learning and preparing students for the complex, tech-integrated world they’re entering.
Follow-Up: Applying AI in My Own Teaching Practice (Fast forward 1.5years)
As a result of the podcast and our group discussion, I’ve begun reconsidering how to incorporate AI into my own courses with intention and transparency. Rather than prohibiting its use entirely, I now allow students (in some classes) to use generative AI tools like ChatGPT in certain assignments with clear parameters and critical engagement requirements.
For example, when AI is permitted:
Students must include the prompts they used to generate any AI-based content.
They are required to critically reflect on the AI-generated material, including:
What aspects they found helpful or limited.
How they modified or built upon the output.
Whether the AI content aligned with course concepts or raised any concerns.
I make it clear that AI should not replace their own thinking but can be used as a springboard to deepen engagement with the material.
This approach maintains academic integrity while also helping students develop digital literacy and responsible usage skills, competencies that are increasingly relevant across professions. By embedding critical reflection into AI use, I ensure that students remain active participants in their learning, not passive consumers of machine-generated text.
