You are an instructional design coach, helping me, a UConn [Insert department/discipline] faculty member, to develop a course titled: [Insert official UConn course title]. The official UConn catalog course description is as follows: [Insert official course description].

• Write CLOs: Write [Insert number or range] high-level Course Learning Objectives (CLOs) that are relevant, measurable, and aligned with the course title, course description, and the revised Bloom’s Taxonomy. The sentence stem preceding the list of CLOs must state: “After successfully completing the course, you will be able to:” Then list each course learning objective, using concise and easy-to-understand language and avoiding excessive jargon. List the CLOs in a numbered format, starting each CLO with only one measurable action verb.
• Refine my own CLOs: Here are the high-level Course Learning Objectives (CLOs) I have drafted for the course: [Insert your numbered CLOs] Rewrite my existing CLOs to ensure they are clear, relevant, measurable, and aligned with the course title, course description, and the revised Bloom’s Taxonomy (Anderson and Krathwohl).

To narrow the focus, you can prompt the GenAI to exclude concepts that would have been covered in prerequisite courses:

Students will have taken this prerequisite course [Insert prerequisite course title(s)], which has the following catalog description: [Insert prerequisite course description(s)]. The course I am designing should not focus on first exposure to foundational concepts introduced in the preceding course. However, my course may build upon concepts likely to have been introduced in the prerequisite course.

Include other relevant information about the course, such as course modality, enrollment, classroom setup, Topics of Inquiry, lab/discussion sections, graduate assistant involvement, specific department expectations, etc., as appropriate.

Please suggest three summative assessments or term projects that would effectively assess whether students have achieved [Insert “all,” “most,” or specific CLOs] of the Course Learning Objectives.

• Authentic Assessment: Include authentic assessments, simulating real-world applications.
• Group Assessments: Include at least one group project and/or presentation.
• Specify Instructional Materials: Base your assessment recommendations on the course’s instructional materials, which include: [Insert titles of or links to the course’s instructional materials].
• Grading Criteria: Recommend potential grading criteria for the assessment that could be used to create a rubric.
• Scaffolding: Suggest potential incremental submissions throughout a 14-week semester to allow for instructor feedback and guidance.
• Strengths-based Approaches: Include at least one term project idea that integrates the five principles of “strengths-based education,” as described in “The Principles of Strengths-Based Education,” Lopez & Louis (2009).
• Integrating Universal Design for Learning (UDL) Principles: Include options that support the three principles of Universal Design for Learning (UDL) (https://udlguidelines.cast.org/)—Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action & Expression—and briefly explain how the principles have been integrated.
• Mitigating AI Use: Consider options that would mitigate or discourage student use of generative AI outputs that could take the place of student work.
• Integrating AI Use: Consider options that would allow students to integrate the use of generative AI in the summative assessment. Specify where and when students may or may not use generative AI and how students should cite their use of GenAI.

• Create a rubric to assess the project with [Insert number] achievement levels, based on these criteria: [Insert criteria].
• Create an exemplar, or ideal model of the completed assessment, that can be shared with students as an example of quality work based on the rubric. Use a topic that is different than what the students would be likely to submit. The exemplar should resemble a quality submission of a/n [Choose: “undergraduate” or “graduate”] student.

For this course, please suggest [Insert number] brief, meaningful, learning module titles.

Using the preceding list of module titles/topics, please draft [Insert number or range] student-centered, measurable, specific, achievable, relevant module learning objectives (MLOs) for each module. Refer to the Course Learning Objective guidance provided earlier, narrowing the focus for Module Learning Objectives.

The following prompt asks for MLOs to be created based on your existing module assessments (quizzes/tests/exams, assignments, etc.), which would be attached to the Chat prompt:

Using the attached module assessment(s), draft [Insert a number range] student-centered, measurable, specific, achievable, relevant module learning objectives (MLOs) that would be measured by those assessments. Refer to the Course Learning Objectives guidance provided earlier, narrowing the focus for Module Learning Objectives.

If you already have drafted your MLOs, you may want to change the “task” as follows:

Rewrite my own draft MLOs that follow to ensure they are clear, relevant, measurable, and aligned with the course title, course description, and the revised Bloom’s Taxonomy: [Insert your own numbered module learning objectives].

To assess the following module learning objectives: [Insert MLOs], recommend [Insert number or range] different assessments that would allow students to provide evidence that they have achieved one or more of the MLOs. Some assessments may assess more than one of the module’s MLOs, but some assessments may only align with one MLO. Each assessment option should directly align with the verb(s) at the beginning of the aligned MLO(s).

• Specify Instructional Materials: Base your assessment recommendations on the module’s instructional materials, which include [Insert titles of or links to the module’s instructional materials].
• Integrating Educational Technology: Consider the tools of Blackboard Ultra and other UConn-supported technologies (https://kb.uconn.edu/space/TL, https://kb.ecampus.uconn.edu/all-posts/, https://edtech.uconn.edu/collaboration-engagement/) and include options that involve active learning and interaction between students.
• Integrating Universal Design for Learning (UDL) Principles: Include options that support the three principles of Universal Design for Learning (UDL) (https://udlguidelines.cast.org/)—Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action & Expression—and briefly explain how the principles have been integrated.
• Mitigating AI Use: Consider options that would mitigate or discourage student use of generative AI outputs that could take the place of student work.
• Integrating AI Use: Consider options that would allow students to integrate the use of generative AI in the module’s assessment. Specify where and when students may or may not use generative AI.

Based on these Module Learning Objectives: [Insert MLOs], create [Insert number or range] objective-style test/quiz questions aligned with Blackboard Ultra question types (multiple choice, multiple answer, matching, true/false, fill-in-the-blank).

Each question should:

1. Align with the cognitive level of the MLO verb.
2. For multiple choice or multiple answer questions, include 3–4 plausible distractors in addition to the correct answer(s).
3. Follow the question wording guidance available at this UConn eCampus Knowledge Base article: https://kb.ecampus.uconn.edu/2020/09/30/writing-effective-multiple-choice-questions-2/.

Optional Prompt Refinements:

• Question Pools for MLO Alignment: Group the questions by MLO, so that they may be separated into pools, of which only some of the questions would be included in a particular student’s quiz/test.
• Alignment with instructional materials: Align the questions with the module’s instructional materials, which include: [Insert titles of or links to the module’s instructional materials].
• Mitigating AI Use: Regenerate the questions as scenario-based or data-interpretation questions to mitigate simple AI answering.

For the following MLOs: [Insert MLOs], propose 2–3 projects or performance-based assessments that allow students to apply knowledge and demonstrate their understanding.

Each project should specify:

1. The task and expected deliverable (e.g., report, multimedia presentation, artifact, portfolio).
2. The alignment with the MLOs.
3. Opportunities for peer or instructor feedback.

Optional Prompt Refinements:

• Integrating Tools: Suggest ways to integrate Blackboard Ultra tools (Groups, Journals, Assignments, AI Conversations, etc.) and other educational technology supported by UConn ITS and Educational Technologies: (https://kb.uconn.edu/space/TL, https://kb.ecampus.uconn.edu/all-posts/, https://software.uconn.edu/software/?licenseSelect=University+Licensed&affiliationSelect=Student).
• Alignment with instructional materials: Align the assessment with the module’s instructional materials, which include: [Insert titles of or links to the module’s instructional materials].
• Mitigating AI Use: Include reflective components or process documentation to promote AI transparency.

Optional Follow-up GenAI prompts:

• Grading Criteria: List 3–5 assessment criteria for this project.
• Rubric: Create a rubric with [Insert number] achievement levels based on these criteria: [Insert criteria].
• Exemplar: Create an exemplar, or ideal model of the assessment, to share with students as an example of quality work based on the rubric. Use a topic that is different than what the students would be likely to submit. The exemplar should resemble a quality submission of a/n [Choose: “undergraduate” or “graduate”] student.

For the following Module Learning Objectives (MLOs): [Insert MLOs], generate 2–3 case study scenarios that allow students to demonstrate application, analysis, or evaluation.

Each case should include:

1. A short, realistic scenario relevant to the discipline.
2. One or more guiding questions or a problem to resolve.
3. The expected deliverable (e.g., short analysis, report, group presentation).

Optional Prompt Refinements:

• Mitigating AI Use: Recommend ways to reduce AI dependency (e.g., by using current, local, or personally reflective contexts).
• Alignment with instructional materials: Align the case and questions with the module’s instructional materials, which include: [Insert titles of or links to the module’s instructional materials].

Optional Follow-up Prompts:

• Grading Criteria: List 3–5 potential assessment criteria for this case study.
• Rubric: Create a rubric with [Insert number] achievement levels for these criteria: [Insert criteria].
• Exemplar: Create an exemplar, or ideal model of the assessment, to share with students as an example of quality work based on the rubric. Use a topic that is different than what the students would be likely to submit. The exemplar should resemble a quality submission of a/n [Choose: “undergraduate” or “graduate”] student.

Please identify free instructional materials, or Open Educational Resources, on the web to support the following [Insert “course” or “module”] learning objectives: [Insert CLOs or MLOs]. Include in your search a visit to the Open Textbook Library (https://open.umn.edu/opentextbooks/) and OER Commons (https://oercommons.org/). Provide a short description of each textbook/resource.

Please search for textbooks that support all course learning objectives that are accompanied by robust publisher’s online resources, even if they require an additional purchase. Ideally, the publisher’s tools should feature adaptive learning activities that promote active learning. Provide a short description of the features of each choice.

Please identify instructional materials (journal articles, books, papers, etc.) from the UConn Libraries (https://guides.lib.uconn.edu/?b=s) that support the following module learning objectives: [Insert MLOs]. Prioritize more recent publications.

Please recommend three interactive, active-learning classroom activities that could be used to support the following module learning objectives: [Insert MLOs]. I expect to conduct the activity in a [Insert length of class period] class, and I would like the entire activity to last no longer than [Insert time length of the activity].  [Insert other relevant contextual information, e.g., number of students, classroom space/seating description, assigned instructional materials.] In your search, consider the Active Learning Activities described in these websites: https://s.uconn.edu/active_learning_classroom_activities and https://edtech.uconn.edu/collaboration-engagement/, as well as other online resources.