Artificial intelligence (AI) can be a powerful time-saving partner for higher education faculty. Whether you need help streamlining course design tasks or new ideas for engagement and assessment, our AI prompt library is designed to support instructors in practical, classroom-ready ways. These prompts are not about replacing your instructor expertise, but about reducing administrative load and freeing up time for meaningful teaching and student engagement. Do you have any cool uses for AI in your class or design routine? Please contact the CETL over email for your prompt to be incorporated into our library!
Developing Course Learning Objectives
Objectives for a New Course
“Act as an instructional designer and faculty developer experienced with Quality Matters (QM) Standards 2 and 3, Bloom’s Taxonomy, and student-centered course design. Before proceeding, is there any other information you need in order to complete the task?
I am developing a course titled [Course Name], a [undergraduate/graduate], [in-person/online/hybrid] course lasting [number] weeks. The course focuses on [brief description—e.g., ‘introducing students to core concepts in environmental science and critical thinking skills’].
Using Bloom’s Taxonomy, create 4–6 clear, measurable course learning objectives that describe what students should be able to do by the end of the course.
Please ensure each objective:
- Begins with a measurable action verb appropriate for the cognitive level (e.g., explain, analyze, design, evaluate).
- Avoids vague verbs such as understand, learn, or appreciate.
- Reflects alignment with course level and intended outcomes.
- Demonstrates progression in cognitive complexity when possible (e.g., from comprehension to application to evaluation).
- Includes a brief justification explaining how it fits the course’s level (introductory, intermediate, or advanced).
Respond in this format:
- Summary (3–5 sentences): Overview of the course’s cognitive focus and how the objectives support it.”
- Objective Table (Objective, Bloom’s Level, Justification)
- Top 3 Alignment Notes: Briefly explain how these objectives align with QM Standards 2.1–2.4 and support transparent course design.”
Aligning Objectives w/ Program or Institution
“Act as an instructional designer and faculty developer experienced with Quality Matters (QM) Standards 2.1–2.4, curriculum mapping, and student-centered learning outcomes assessment. I need to align my course objectives with our program and institutional learning outcomes to ensure curriculum alignment. Before proceeding, is there any other information you need in order to complete the task?
Course Information
- Course Title: [Insert course name], Course Level: [Undergraduate / Graduate], Delivery Format: [In-person / Online / Hybrid], Number of Weeks: [e.g., 15]
Alignment Inputs
- Program Learning Outcomes: [Paste or summarize your program outcomes here]
- Institutional Learning Outcomes (if applicable): [Paste or summarize here]
- Course Learning Objectives: [Paste your course objectives here]
Tasks for the AI
- Create a mapping table showing which program or institutional outcomes each course objective supports.
- Identify any course objectives that do not clearly align with higher-level outcomes.
- Provide specific suggestions for revising misaligned or weakly aligned objectives.
- Include a short narrative summary (4–6 sentences) explaining:
- How well this course supports program and institutional goals overall.
- Any recommended areas for refinement or new outcome alignment.
Output Format
- Alignment Table (Aligned Program Outcome(s), Alignment Strength (Strong / Moderate / Weak), Suggested Revision (if needed)
- Summary Narrative: Short paragraph synthesizing key findings.
- Top 3 Recommendations: Concise, actionable steps to strengthen alignment.”
Aligning Objectives w/ Assessment and Content
Connecting Objectives to Textbook and Readings
“Given these course objectives: [paste list], suggest how specific chapters or readings from [textbook title] could align with and support each objective.”
Designing Assignments for Alignment
“I want to ensure my assignments reinforce my course learning objectives. Objectives: [paste list]. Current assignments: [briefly list]. Suggest revisions or new assignments that would better align with each objective.”
Evaluating Balance and Cognitive Level
“Examine these course objectives and major assignments: [paste]. Are all objectives adequately covered? Does the course maintain a balance of lower- and higher-order cognitive skills per Bloom’s Taxonomy?”
Quick-Start Prompts for Course Objectives
Create Measurable Course Objectives
“Using Bloom’s Taxonomy, rewrite these objectives to be specific, measurable, and appropriate for a [1000/2000/3000/4000]-level course: [paste list]. Provide action verbs and short explanations for each”
Check Alignment with QM Standards
“Review my objectives, learning activities, and assessments for alignment with QM Standards 2.1–2.5. Identify weak or missing connections and suggest concise revisions.”
Map Objectives to Activities
“Create a 3-column table (Objective → Learning Activity → Assessment) showing how my objectives connect to assignments and assessments. Highlight any objectives that lack support.”
Strengthen Alignment Feedback
“Provide a one-paragraph narrative explaining how well my course objectives, materials, and assessments align overall, and suggest 2-3 improvements.”
Revising Syllabus and Course Schedule
To Review and Improve Existing Syllabus
“Act as an instructional designer and faculty developer experienced with Quality Matters, inclusive teaching, and student-centered syllabus design. I’m revising my syllabus for [Course Title], a [undergraduate/graduate], [in-person/online/hybrid] course lasting [number] weeks. Before proceeding, is there any other information you need in order to complete the task?
Review the syllabus text below and provide clear, actionable feedback on:
- Clarity and Organization – Is it easy to follow and logically structured?
- Tone and Inclusivity – Does the language feel welcoming and supportive?
- Transparency and Alignment – Are learning objectives, assessments, and policies clearly connected?
- Quality Matters Alignment – Does it meet Standards 1 (Course Overview) and 2 (Learning Objectives)?
Respond in this format:
- Summary (3–5 sentences): Overall impressions of strengths and weaknesses.
- Feedback Table (Area Reviewed, Observation, Suggested Revision or Example Language)
- Top 3 Recommendations: List the three most impactful improvements
Use concise, specific language appropriate for faculty who may be new to instructional design. Avoid generic praise—focus on practical suggestions.
Syllabus text:
[Paste your syllabus here]”
To Update the Course Schedule for a New Semester
“Please help me update my [Course Title] course calendar from a previous semester to prepare for the [upcoming term—e.g., Fall 2025]. Before proceeding, is there any other information you need in order to complete the task?
Course Information
- Course Level: [Undergraduate / Graduate]
- Delivery Format: [In-person / Online / Hybrid] & Class Meeting Pattern: [e.g., M/W/F, T/Th, asynchronous/online]
- Term Start Date: [MM/DD/YYYY] – Term End Date: [MM/DD/YYYY]
- Number of Weeks: [e.g., 15]
- Holidays & Breaks (List any holidays, campus closures, or short weeks to skip or adjust.)
Previous Course Calendar
- [Paste your old weekly schedule or outline here.]
Tasks for the AI
- Update all dates to match the new term while preserving the original week sequence.
- Skip or adjust any sessions that fall on listed holidays or breaks.
Output Format
- Updated Course Calendar: Table with columns — Week, Dates, Topics, Readings/Activities, Assignments Due.”
Designing Assessments and Grading Rubrics
To Design Assessments Aligned with Course Objectives
“Act as an instructional designer and assessment specialist experienced with Quality Matters (QM) Standards 3,4, and 5, authentic assessment, and AI-resistant course design. I am designing an assessment for my course [Course Title], a [undergraduate/graduate], [in-person/online/hybrid] course lasting [number] weeks.
[Paste or list your course learning objectives]
Assessment Context
- Assessment type (quiz, test, discussion, case study, reflection, project)
- Purpose of assignment
- Cognitive level targeted (e.g., apply, analyze, evaluate)
- Weight in final Grade
Tasks for the AI
- Design an assessment that clearly aligns with the listed course learning objectives and cognitive level.
- Describe the knowledge and skills being measured.
- Ensure the task is authentic (requires students to apply learning to real-world or discipline-specific contexts).
- Recommend ways to make the task AI-resistant or AI-adaptive.
- Suggest measurable criteria for success (e.g., rubric categories or observable performance indicators).
Output Format
- Assessment Overview: 3–4 sentence description of the task and its learning purpose.
- Alignment Table (Course Objective, Assessment Component, Bloom’s Level, Alignment Rationale)
- Summary: Short paragraph (3–5 sentences) describing how this assessment supports authentic, ethical learning, and aligns with QM standards.”
To Revise or Improve an Existing Assessment
“Act as an instructional designer and assessment specialist experienced with Quality Matters (QM) Standards 3,4, and 5, authentic assessment, and AI-resistant course design. I am revising an existing assessment in my course [Course Title], a [undergraduate/graduate], [in-person/online/hybrid] course lasting [number] weeks.
Paste Course/Assessment Context (Learning Objectives, Assessment Description, Purpose, Weight, and Delivery Context)
Tasks for the AI
- Evaluate how well the current assessment aligns with the listed course learning objectives and cognitive level.
- Identify strengths and weaknesses related to clarity, transparency, and workload balance.
- Suggest specific revisions to improve clarity and authenticity (e.g., rephrasing prompts, adding context, clarifying criteria).
- Suggest inclusive adjustments (e.g., alternative formats, scaffolding for diverse learners, clear success criteria)
- Ensure all recommendations uphold Quality Matters Standards 3.1–3.5 (alignment, clarity, variety, and feedback).
Output Format
- Summary (3–5 sentences): Overall impressions of alignment, strengths, and areas needing revision.
- Feedback Table (Area Reviewed, Observation, Suggested Revision or Example)
- AI-Resistance Strategies: List 3–5 concrete design changes that discourage misuse of generative AI while preserving learning goals
- Inclusivity Recommendations: Suggest 2–3 adjustments to support diverse learners or accessibility.
- Top 3 Action Steps: Concise, prioritized list of the most impactful revisions”
To Create a Grading Rubric
“Act as an instructional designer and assessment specialist experienced with Quality Matters (QM) Standards 3 and 5, AAC&U VALUE rubrics, and inclusive, AI-resilient assessment design. I need to create or revise a rubric for the following assessment in my course [Course Title], a [undergraduate/graduate], [in-person/online/hybrid] course lasting [number] weeks.
[Paste Assessment Context (Title, Description, Course Learning Objectives, Weight, Cognitive Level Targeted)]
Tasks for the AI
- Design a rubric with [# of criteria] that directly aligns with the listed learning objectives.
- Use [# of performance levels labeled as…
- Write observable, measurable descriptors for each level (avoid vague terms like “good” or “strong”).
- Ensure rubric language promotes clarity, inclusivity, and transparency — students should easily understand what success looks like.
- Suggest AI-resistant elements
- Indicate how the rubric aligns with QM Standards 3.1 (assessments measure objectives) and 3.3 (criteria are descriptive and specific).
- Provide a short rationale (3–5 sentences) explaining the design decisions and how this rubric supports authentic, ethical, and inclusive learning.
Output Format
- Rubric table with alignment notes
- AI resistance features
- Summary: Short paragraph linking rubric design to QM Standards and equitable assessment principles.”
Converting Existing Questions from a Microsoft Word Document/PDF into Blackboard Ultra Test Pool Format
“I have quiz or exam questions in a Word document or PDF and would like them converted into a QTI 2.1 ZIP file that imports directly into Blackboard Ultra as a question pool.
Please:
- Extract questions from the Word document or PDF
- Convert them into Blackboard Ultra–compatible QTI 2.1 format
- Support multiple choice, true/false, and short answer questions
- Preserve correct answers, feedback (if included), and question text
- Package everything as a single ZIP file ready for import
If there are any formatting issues that could prevent a clean import, please flag them before finalizing. If you need any other information to complete this task successfully, please let me know.
Course name/code: ________
Preferred pool name (optional): ________”
Expanding Concepts and Brainstorming Students Activities
Create Scaffolded Explanations
“Act as an instructional designer and subject-matter expert experienced with Bloom’s Taxonomy, Quality Matters Standards 2.1–2.4 and 4.1, and inclusive, scaffolded course design. Please help me explain the concept of [insert concept or theory] in my course [Course Title], a [undergraduate/graduate], and [in-person/online/hybrid] course. I want to create tiered explanations that help students build understanding across cognitive levels.
Tasks
- Create three progressively deeper explanations of the concept (Introductory, Intermediate, Advanced) aligned with Bloom’s Taxonomy.
- Include discipline-relevant examples at each level that show how understanding develops in complexity.
- Suggest AI-resistant learning activities for each level (e.g., reflection, local application, multi-step reasoning).
- Provide one assessment idea per level aligned with cognitive demand.
- Conclude with a brief summary (3–4 sentences) describing how the explanations and examples scaffold learning and meet QM Standards 2 and 4.
Output Format
- Explanation table (Explanation, Cognitive Tier, Assessment Idea)
- Introductory Explanation: Short, clear description + basic example + AI-resistant learning activity + low-stakes assessment idea.
- Intermediate Explanation: Applied or contextual explanation + example scenario + AI-resistant task + formative assessment idea.
- Advanced Explanation: Complex, higher-order explanation + advanced example or case + AI-resistant project idea + summative assessment.
- Summary: 3–4 sentences explaining how the tiered explanations scaffold understanding and align with QM expectations. “
Generate Real-World Applications
“Act as an instructional designer and subject-matter expert experienced with Quality Matters Standards 4 and 5, authentic learning, and student engagement. I want to create real-world applications to help students see how [insert concept] connects to everyday life and professional practice.
[Paste course context (title, level, modality)
Tasks
- Generate 3–4 realistic examples or situations that demonstrate how this concept appears in everyday, professional, or community contexts.
- Include one current or local example tied to the region, industry, or cultural setting of the course.
- Vary the complexity: one simple example, one intermediate, and one advanced or applied.
- Provide a short explanation (1–2 sentences) connecting each example back to the concept.
- Suggest one reflection or discussion question students could answer about each example.
- Conclude with a 3–4-sentence summary describing how these examples promote relevance, transfer, and alignment with QM Standards 4 and 5.
Output Format
- Example 1 (Simple): Everyday context + brief explanation + reflection question + AI-resistant activity.
- Example 2 (Intermediate): Professional or discipline-specific context + connection + question + activity.
- Example 3 (Advanced): Complex, applied, or ethical dilemma context + connection + question + activity.
- Example 4 (Optional Local or Current): Tied to region, institution, or current event + connection + activity idea.
- Summary: 3–4 sentences explaining how the examples strengthen engagement and real-world transfer. “
Creating Meaningful Feedback
Create Feedback Template or Comment Bank
“Act as an instructional designer and teaching coach experienced with Quality Matters Standard 3.5, inclusive communication, and efficient feedback design. I want to create a feedback template or comment bank that helps me provide clear, consistent, and student-centered feedback on a [type of assignment—essay, discussion, project, lab, etc.] for my [undergraduate/graduate], [in-person/online/hybrid] course in [discipline or topic area].
[Paste course context (title, level, modality)
Tasks
- Generate 9 short, reusable feedback comments grouped into three categories:
- 3 for High-Quality Work + 3 for Proficient Work +3 for Developing Work.
- Each comment should be:
- 2–3 sentences long, action-oriented (includes a clear next step), and encouraging while maintaining academic rigor
- Suggest 2–3 customizable sentence stems faculty can adapt for personalized feedback (e.g., “One way to strengthen this section would be…
- Provide 1–2 sample summary comments that could be used for end-of-assignment reflections.
- Include recommendations for streamlining the grading process.
- Conclude with a 3–4 sentence summary explaining how this approach supports timely, meaningful feedback and aligns with QM Standard 3.5.
Output Format
- Comment Bank Table (Performance Level, Feedback Comment, Focus/Skill Area)
- Personalization Stems: 2–3 short, reusable phrases for adding individualized notes
- Summary Feedback Examples: 1–2 short end-of-assignment comments.
- Grading Efficiency Tips: 3–4 quick suggestions for reusing and managing comments effectively.
- Summary Paragraph: How this feedback model enhances student growth and maintains QM-aligned feedback quality.“
Transform Raw Feedback Into Growth-Oriented Feedback
“Act as a teaching coach and instructional designer experienced with Quality Matters Standard 3.5, feedback literacy, and inclusive communication. I want to turn my raw grading comments into meaningful, growth-oriented feedback that helps students understand what they did well, what needs improvement, and how to take action.
[Paste course/assessment context (Title, Description, Course Learning Objectives, Weight, Cognitive Level Targeted)]
Tasks
- Review these raw feedback comments: [paste list or examples].
- Rewrite each comment to:
- Be specific about what was done well or poorly.
- Include a reason or explanation (“because…”).
- Provide a clear next step or suggestion for improvement.
- Use encouraging, professional, and inclusive tone.
- If a comment is overly negative, reframe it to maintain rigor while supporting student confidence.
- Highlight patterns or themes in the feedback that suggest common student learning gaps.
- Suggest 2–3 strategies for communicating feedback efficiently (e.g., summary notes, short videos, feedback rubrics).
- Conclude with a 3–4 sentence summary explaining how these revised comments support deeper learning and align with QM Standard 3.5.
Output Format
- Feedback Transformation Table (Original Comment, Improved Feedback, Type[Positive, Constructive, Suggestion])
- Patterns or Themes: List 2–3 common issues or strengths across feedback.
- Efficiency Tips: 2–3 strategies for streamlining feedback delivery while keeping it meaningful.
- Summary: 3–4 sentences describing how revised feedback supports learning, motivation, and QM alignment.”
Drafting Course Announcements
Draft Course Announcements for Key Milestones
“Act as an instructional designer and faculty communication coach experienced with Quality Matters Standards 1.1, 1.3, and 5.3, online presence, and inclusive student engagement. I want to pre-write course announcements that will be sent out [weekly / at key milestones] in my [undergraduate/graduate], [in-person/online/hybrid] course titled [Course Name].
[Paste course calendar or syllabus]
Tasks
- Draft a series of short, student-centered announcements (5–8 sentences each) for the following checkpoints [edit the bullet points below to alter the number and frequency of announcements]:
- Course launch / Week 1 welcome
- Midterm / halfway point
- Major assignment reminders (e.g., project, paper, exam)
- Pre-holiday or break messages
- Final week or course closing message
Each announcement should include:
- A friendly, supportive tone that encourages student connection.
- Key reminders or deadlines for that week or milestone.
- A brief tip for success or motivation related to course skills or habits.
- A clear call to action or to-do list (what to do next).
- Vary the tone slightly (e.g., enthusiastic at start, motivational mid-course, celebratory at end) while maintaining professionalism.
Output Format
- Announcement Table (Milestone/Date, Announcement Text, Focus/ Tone, Call to Action or To-do List)
- Personalization Tips: 3–4 quick ideas for adapting messages each term (e.g., referencing student feedback, seasonal notes) “
