Faculty-development micro-activity
AI Assignment Design Sprint
Bring one assignment to mind. In three choices, make one small change that gives students’ thinking a clearer place to show.
Your design strip
Make the learning visible—not just the final product.
3–4 minutes
- 1 Learning focus
- 2 Learning trace
- 3 AI boundary
- 4 Experiment
Learning focusChoose one below
Learning traceWaiting
AI boundaryWaiting
Choice 1 of 3
At the end, what judgment should students demonstrate?
Choose the intellectual work you want the assignment to make visible.
Good starting point: assess the thinking that matters—not only the final product.
Choice 2 of 3
What small artifact would make that judgment visible?
A learning trace can make reasoning inspectable without making the assignment heavier than it needs to be.
A learning trace lets students practice judgment and lets you assess more than polish.
Choice 3 of 3
What role, if any, should generative AI play in this learning moment?
Make expectations visible. The learning goal decides the boundary—not the tool.
A quick design check
A public-health class asks students for a 500-word policy memo. Which direction uses optional AI as a critical-thinking support rather than a substitute for student judgment?
Your assignment experiment
- Add this learning trace to one existing assignment.
- Name the purpose, steps, and what good evidence of learning looks like.
- Pilot one checkpoint, then review a small sample and ask: “Did this reveal the judgment I meant to assess?”