AI prompting
Practical workshop style materials and reusable prompting resources developed during the sabbatical to help faculty and staff adopt AI thoughtfully and effectively.
Prompt Example
“You are an instructional designer. Create a 30-minute lesson plan introducing perspective drawing to beginners. The students are community college learners with mixed experience levels. Output: a step-by-step plan, learning objectives, and a 5-minute warm-up. Tone: supportive and clear. Include one accessibility consideration.”
The Prompt Framework (6 Key Components)
Prompts work best when they include these six components. You don’t always need all six, but the more clear you are, the more useful the response will be.
1) Persona / Voice
Tell the AI what role to take on.
Examples: “You are an instructional designer…” or “Act as a writing coach…”
2) Task / Action
Say exactly what you want it to do.
Examples: “Create…” “Revise…” “Generate…” “Summarize…”
3) Topic / Context
Share the context so the response fits your situation.
Include audience, course level, goals, time constraints, or assignment purpose.
4) Format / Output
Request the structure you want.
Examples: bullet list, table, step-by-step sequence, rubric, script, checklist.
5) Tone / Style
Describe the tone you need.
Examples: supportive, direct, friendly, professional, plain language.
6) Examples
Include a model when possible.
Even a quick sample helps the AI match your style and expectations.
Copy/Paste Prompt Template
Use this anytime you want stronger outputs:
Role: You are a…
Task: I need you to…
Context: This is for… (course/audience/goal)
Output format: Give me… (bullets/table/steps/script/rubric)
Tone: Keep it…
Example: Here’s an example of what I mean…
Prompting
That Improve Results
If the output feels “close but not quite,” try one of these adjustments:
Ask for multiple versions
“Give me a short version, a medium version, and a detailed version.”
Ask for assumptions first
“Before answering, list any assumptions you’re making.”
Add constraints
“Make this work for a 20-minute class.”
“Keep the reading level around 8th grade.”
Ask for a checklist or rubric
“Create a rubric to assess this work fairly and clearly.”
Ask for accessibility options
“Provide an accessible version with simple language and clear steps.”
Responsible & Inclusive AI Use
AI can support your work, but it should be used thoughtfully—especially in learning environments.
When using AI for teaching and learning, keep these priorities in mind:
Avoid bias and stereotypes in examples, assumptions, and language
Design for accessibility so materials are usable by more learners
Consider cultural and social perspectives when generating content
Use Universal Design for Learning (UDL) to support varied student needs
Protect privacy (avoid entering personal student information into public tools)
Stay transparent about expectations for student use and authorship