Prompts to Try

The following are a range of prompts I often encourage and provide for folks to try out, use, and adapt when doing workshops or talks. One of the things I try to do is to make sure that I frame what use of generative AI in the different frames that we might use it in the context of work. I plan to add more that are assignment or classroom-related but these are more about the different types of work I can see generative AI helping us with.

Prompt Library

Guidance

Notes about the following prompts:

The categories are not perfectly distinct. There’s inevitably overlap.
The prompts provided here are examples to consider and may apply to faculty, students, staff, or students.
Many of these prompts focus on a specific topic, but remember that you can easily switch out subjects as needed. Play around with a given prompt.
Wherever there are [brackets] that means you need to enter in something specific. The brackets are placeholders for specific details from you.
Expect it to be imperfect!
1. Retry the answer or tell it to specifically edit something that it offered.
2. Some prompts won’t work the way they are intended. Expect that and adjust them or play with them until they work the way you want.
3. Occasionally, the AI tool will need to be reminded or redirected back on track. Simply tell it to remember the original prompt or goal.
If you are creating an example of something, ask it to repeat the same action for another example, be sure to tell it to make sure it provides something new and different from what it has offered.
Ask follow-up questions and get more out of it. Ask it to add, elaborate, reorder, etc.
Challenge its outputs. Ask “What did you miss in your last answer?” Once it lists what it has missed, ask it to integrate those missing pieces into its answer.
Ask it to improve your prompt. “Please improve the following prompt to maximize the outputs of your large language model: [Insert prompt].”
Need to make it into a brainstorming partner? Turn the AI into an interviewer of you with this prompt: “I am interested in figuring out [topic, issue, idea, plan]. You are to interview me with critical and thoughtful questions to help me achieve [goal]. Ask only 1 question at a time for me to respond to. Check in with me after every fifth question.”
Keep an eye out for prompts or outputs that ask for personal details. If you are using the prompts or sharing them with students, include guidance about making sure they are conscious of privacy issues and not entering personal details.

Prompts

Accessibility and Inclusive Design

Prompt
"Review the following course materials [paste relevant content] for my [subject] class. Identify any potential accessibility issues and suggest improvements to make the content more inclusive for students with diverse needs, including those with visual, auditory, or cognitive disabilities."

Prompt
"Analyze this assignment [paste assignment details] from an accessibility perspective. Suggest alternative formats or modifications that would allow students with different abilities to demonstrate their learning while maintaining the core objectives of the task."

Prompt
"I'm planning a [type of activity, e.g., group discussion, lab experiment, field trip] for my [subject] class. Here are the details: [provide activity description]. Generate a list of potential accessibility challenges and suggest modifications or alternatives to make this activity inclusive for students with diverse needs, including those with physical, sensory, or cognitive disabilities."

Prompt
"Review this hands-on class activity for my [subject] course: [paste activity details]. Propose ways to adapt this activity for online or hybrid learning environments while maintaining its core learning objectives and ensuring accessibility for all students, including those with limited internet access or technology."

Prompt
"Analyze the following in-class presentation assignment: [paste assignment details]. Suggest multiple ways students could present their work that accommodate different abilities and learning preferences while still meeting the assignment's objectives. Include ideas for both in-person and virtual presentation formats."

Prompt
"Generate a list of event ideas focused on disability awareness and advocacy. Provide detailed descriptions and objectives for each event, ensuring they promote understanding and support within the student community."

Prompt
"Analyze the attached anonymized feedback from students with disabilities who used ODS services. Identify areas where accommodations were successful and areas needing improvement, and suggest enhancements to better support students."

Prompt
"You're an expert educational developer at a state university with extensive experience drawing out the nuance and subtleties in challenging situations where faculty have to rethink their pedagogical approaches... You leverage approaches such as universal design for learning, antiracist pedagogy, constructivism, inclusive pedagogy, and student-centered practices in how you analyze a situation or when providing feedback to faculty."

Advising and Student Support

Prompt
"Run a simulation wherein you are a student who has been placed on academic probation and you are anxious about failing. Take on a very specific identity, but only initially share what an advisor might already know. Keep other information hidden from the interaction until it can be naturally revealed through dialogue with the advisor.
As an advisor, I will interact with you to offer empathy, helpful suggestions (like tutoring, study strategies, or time management tips), and an action plan to help you improve.
Maintain your role as a student, but after 5-7 interactions back and forth, you may pause the simulation to ask if I want feedback."

Prompt
"We're developing a targeted FAQ section for first-generation college students participating in our Academic Success Program. Generate questions and answers that address the unique challenges and opportunities for this group. Organize the FAQs into six categories with 3 questions each:
● Navigating College Life
● Academic Support and Resources
● Financial Aid and Scholarships
● Family Expectations and Communication
● Career Planning and Professional Development
● Building a Support Network
For each Q&A:
● Phrase the question to reflect common concerns or knowledge gaps of first-gen students
● Provide an empathetic and informative answer (100-150 words)
● Include a 'Did You Know?' fact relevant to first-gen student experiences or success
● Mention a specific program feature or campus resource that addresses the concern
● End with an empowering statement or call-to-action"

Prompt
"Additionally, create a 'First-Gen Student Glossary' with 10 key terms or concepts that might be unfamiliar to first-gen students, providing a brief, clear definition for each."

Prompt
"Create a detailed, 12-week action plan for a struggling sophomore biology major student. This student is on academic probation due to poor performance in core science classes and difficulty managing time between studies and a part-time job. Include weekly goals, specific study strategies for science courses, time management techniques, and suggestions for balancing work and academics. Incorporate at least three check-in points for self-assessment and plan adjustment. Conclude with measurable outcomes that indicate successful plan completion."

Prompt
"Generate a personalized goal breakdown for a first-generation college student aiming to improve their GPA from 2.5 to 3.5 over the next academic year. Provide a month-by-month roadmap, incorporating study techniques, time management strategies, and campus resource utilization tailored to the urban university environment. Validate every choice by relying upon contemporary research about student success."

Prompt
"As a Student Success Coach at an urban university, I need to create a series of email templates for different stages of student engagement. Generate five email templates, each about 150-200 words long, for the following scenarios:
a) Welcome email to a new student joining the program
b) Check-in email for a student who missed their last coaching session
c) Congratulatory email for a student who improved their GPA
d) Supportive email for a student who is struggling academically
e) End-of-semester reflection and goal-setting email
For each template, include:
● A subject line that encourages opens
● Personalization placeholders (e.g., [Student Name])
● A warm and encouraging tone
● A clear call-to-action
● A signature line with the coach's title and contact information
Also, provide three tips on how to effectively customize these templates for individual students."

Prompt
"Create a 'Stress Response Toolkit Generator' for urban university students. Input: [Top 3 stress triggers], [Preferred learning style (visual/auditory/kinesthetic)], [Available time for stress management (in minutes)], [Urban environment features (e.g., busy streets, shared housing)]. Output: A personalized toolkit including:
a) Three quick-response techniques (under 2 minutes) for immediate stress relief, tailored to the urban environment
b) Two medium-length practices (5-10 minutes) that address specific triggers
c) One in-depth strategy (15-20 minutes) for comprehensive stress management
d) Suggestions for adapting each technique to different campus locations (e.g., library, commute, dorm room)
e) A visual 'stress scale' to help students identify their stress levels and match them to appropriate techniques
f) An implementation plan that integrates these techniques into the student's daily routine"

Prompt
"Generate a collaborative action plan for a group of four international students from different countries, all struggling with academic writing in English. The plan should span one semester and include:
● Individual goals for each student based on their specific language backgrounds
● Weekly group writing workshops with rotating leadership roles
● Peer review protocols that leverage each student's cultural and linguistic strengths
● Collaborative projects that blend academic writing with intercultural communication
● Strategies for navigating discipline-specific writing conventions"

AI in Teaching and Assessment

Prompt
"Simulate a rubric calibration session using AI to model consistent scoring across evaluators for a common capstone assignment. Apply the provided rubric [paste rubric] to this sample student work [paste or describe sample]. Ask the AI to assign a score for each criterion and provide a justification referencing specific rubric descriptors. Afterward, compare this with typical faculty scoring patterns. Ensure the AI outputs include clear, repeatable rationales that can help inform faculty development in rubric interpretation."

Prompt
"Using the following anonymized dataset from our student records [paste data], generate a predictive analysis identifying students at risk of not achieving program-level outcomes in [discipline]. Recommend intervention strategies tailored to the specific risk indicators revealed in the data. Present findings in a format suitable for academic support staff and faculty advisors, highlighting actionable insights and repeating key predictive factors for emphasis."

Prompt
"Using AI, simulate a review of a student’s learning portfolio [paste or describe sample content]. Evaluate the alignment between the artifacts and the stated learning outcomes, and provide feedback on areas of strength and improvement. The feedback should be suitable for student understanding, with suggestions for deepening reflection or selecting more representative artifacts."

Prompt
"You're an expert educational developer at a state university with extensive experience drawing out the nuance and subtleties in challenging situations where faculty have to rethink their pedagogical approaches such as how they teach, how they assess, and engage with students...
Leveraging that experience, identify the three most significant challenges and the three most significant opportunities that generative AI represents for teaching and learning for the discipline of [Discipline of choice].
The results should be a table that includes the challenge or opportunity, why it's a challenge or opportunity, and useful questions for a faculty member to consider to address the challenges or leverage the opportunities."

Prompt
"Draft a narrative summary for an accreditation report, based on this set of assessment data and faculty reflections [paste data and notes]. The narrative should clearly articulate how the program is meeting its learning outcomes, citing specific trends, examples of student work, and improvements over time. Ensure the language aligns with accreditation standards, remains accessible to external reviewers, and repeats key claims about outcome achievement for clarity."

Alignment and Curriculum Coherence

Prompt
"Compare these course objectives [list objectives] with the following assessments and activities [list major assignments and activities]. Identify areas of strong alignment and potential misalignment. Suggest adjustments to either the objectives or the assessments to ensure better coherence."

Prompt
"Review this course syllabus [paste syllabus] and evaluate how well it aligns with the stated program outcomes for our [name of program]. Highlight areas of strong alignment and suggest ways to address any gaps or misalignments you identify."

Prompt
"Analyze the alignment between these weekly topics [list topics] and the final project requirements [paste project details] for my [subject] course. Suggest ways to strengthen the connection between course content and the culminating assignment, ensuring students are well-prepared for the final project."

Prompt
"You are assisting an academic program at a public university in revising its program learning outcomes to align with current accreditation standards and institutional goals focused on measurable student learning. Review the following outcomes [paste outcomes], ensuring that each outcome is specific, measurable, and actionable. Provide detailed suggestions for refinement, explaining how each revision supports clarity and alignment with expected program-level competencies. Emphasize precision in language suitable for faculty and accreditation reviewers, and confirm consistency with the institution's broader educational objectives."

Prompt
"Our department is mapping course-level outcomes to overarching program outcomes to ensure a coherent learning progression. Using the outcomes provided below [paste course-level outcomes] and the program outcomes [paste program outcomes], identify any misalignments or redundancies. Offer a clear mapping analysis and recommend targeted improvements to enhance alignment. Please ensure that each suggestion addresses both curricular coherence and faculty ease of implementation, and repeat back any gaps or strong alignments you find."

Prompt
"Create a matrix that maps course objectives to program-level outcomes for a [subject] degree. Include 5-7 course-specific objectives and 3-5 broader program outcomes. Highlight areas where the course objectives strongly support program goals and identify any gaps."

Assessment Design and Review

Prompt
"Evaluate this draft assessment plan for our undergraduate [program name] at a regional comprehensive university [paste plan]. Focus on the clarity and feasibility of methods for measuring student learning, alignment with stated learning outcomes, and integration into a continuous improvement cycle. Provide actionable feedback on how to enhance the plan’s effectiveness, ensuring it meets both internal quality assurance standards and external accreditation expectations."

Prompt
"Develop a concise yet comprehensive student survey intended to assess perceptions of critical thinking development within upper-division courses in [discipline]. Include 10 Likert-scale items and 3 open-ended questions that directly align with the program’s critical thinking outcomes [paste outcomes]. Ensure language accessibility for a diverse student population, and clarify how each question connects to specific elements of the outcome being assessed."

Prompt
"Review and refine this rubric used for assessing final capstone projects in our [discipline] program [paste rubric]. Focus on the clarity of performance criteria, consistency with learning outcomes, and ease of use by faculty evaluators. Provide line-by-line recommendations for improvement, highlighting any vague language or potential inconsistencies. Reinforce how each change enhances both the transparency of grading and the feedback provided to students."

Prompt
"Draft a focus group protocol aimed at collecting faculty feedback on our newly implemented digital assessment reporting tool. The group will consist of faculty across multiple disciplines with varied assessment experience. Include 8–10 questions that explore user experience, perceived utility, and areas for improvement. Each question should be clearly framed to elicit specific insights, and include follow-up probes to encourage elaboration."

Prompt
"Review the following assessment instrument [paste instrument]. Evaluate its alignment with the intended learning outcomes, the clarity of its questions or tasks, and its overall reliability and validity as an assessment tool. Provide a detailed critique, suggesting revisions to enhance clarity and effectiveness, especially for diverse student populations."

Prompt
"Develop a comprehensive, student-friendly writing rubric tailored for community college students aimed at self-assessment and enhancement of their written assignments. This rubric should break down the complex process of writing into clear, understandable criteria that reflect both academic standards and real-world communication skills. Ensure the rubric is structured to be engaging, with straightforward language and actionable feedback that students can use to independently evaluate and improve their work. The rubric itself should be in a table format."

Prompt
"Identify three relevant national benchmarks or assessment tools for measuring [skill or competency]. Compare these benchmarks to our current assessment approach [paste details] and provide recommendations for improving our tools or processes. Explain how each suggested benchmark aligns with our program context and student population, ensuring the comparison remains relevant and actionable."

Prompt
"Design a process model for ensuring that assessment findings from [program/course] are systematically reviewed and used to inform instructional and curricular changes. Include steps for stakeholder involvement, documentation requirements, and timelines. Clarify how each part of the loop supports ongoing improvement and institutional accountability."

Prompt
"Create a step-by-step outline or visual diagram of a continuous improvement cycle for program-level assessment. Include key phases: goal setting, data collection, analysis, action planning, implementation, and reassessment. Ensure that the process is clearly described, actionable for faculty, and emphasizes repetition and feedback at each stage."

Assessment Reporting and Communication

Prompt
"Draft a concise, one-page summary for inclusion in our institutional annual report on assessment. The summary should highlight major achievements, areas for growth, and key data points from the past year for [program]. Use language that is accessible to both faculty and senior administrators, and clearly outline next steps for continuous improvement. Repeat critical findings in both textual and bullet-point form for emphasis."

Prompt
"Create a communication strategy to share recent assessment findings from [program] with faculty, students, and academic leadership. For each stakeholder group, identify key messages, preferred communication channels (e.g., presentations, reports, infographics), and timing. Emphasize clarity and relevance in all communications to foster engagement and informed decision-making."

Prompt
"Summarize and synthesize the following open-ended responses from our most recent course evaluations [paste responses]. Identify key themes that emerge, representative quotes that capture student sentiment, and 3–5 actionable recommendations for faculty and administrators. Highlight any recurring concerns or praises, and ensure your analysis is suitable for inclusion in an annual assessment report."

Prompt
"Generate a list of essential data visualizations for a new assessment results dashboard intended for program coordinators. Focus on metrics that track student achievement over time, demographic performance breakdowns, and alignment with learning outcomes. Each metric should be clearly defined, include suggested visualization types (e.g., bar charts, trend lines), and be described in terms that are understandable to faculty and administrative users."

Prompt
"Analyze this disaggregated assessment data [paste data], focusing on equity gaps in student achievement across demographic groups. Identify significant disparities and propose three targeted strategies for closing these gaps. Ensure that recommendations are grounded in current equity-focused best practices and tailored to institutional context."

Prompt
"Given this dataset summarizing student performance across three academic years [paste data summary], outline an analysis plan to identify trends and disparities across student demographics. Specify which statistical methods are most appropriate, and provide a template for reporting findings to academic leadership. Emphasize clarity in data presentation and the need for actionable interpretations tailored for non-statistical audiences."

Benchmarking and Accreditation

Prompt
"Using the following assessment documentation [paste documents], evaluate the program's readiness for upcoming accreditation review. Identify any gaps in evidence, inconsistencies in outcome alignment, or missing documentation. Provide a checklist of actions needed to ensure full compliance with accreditation requirements."

Prompt
"Prepare a comparative report that benchmarks our program’s assessment results against three peer institutions. Use available data [paste internal data] and provide contextually relevant metrics for comparison. Highlight where our program is performing above, at, or below peer averages, and suggest strategic actions for improvement or differentiation."

Prompt
"Analyze the attached dataset focusing on the performance metrics of a Massachusetts state university. Perform a comprehensive comparison with similar institutions in terms of academic achievements, financial health, student satisfaction, and innovation. From your analysis, distill key insights that highlight strengths, pinpoint weaknesses, and uncover opportunities for enhancement. Based on these insights, propose specific, strategic questions the university's executive team should consider to drive decision-making and strategic planning."

Career Readiness and Planning

Prompt
Develop a comprehensive plan for a 2-hour 'Career Launchpad: Resume Writing and Interview Techniques' workshop, aimed at equipping final-year students and those in career-oriented programs at a New England community college with the necessary tools to thrive in the job market. Your plan should encompass a multi-faceted approach to learning that not only covers the basics of resume and cover letter writing, interview preparation, and building a professional online presence but also incorporates innovative strategies to engage and empower students. Include the following components in your detailed plan:

Workshop Structure: Break down the workshop into parts, specifying the duration and sequence. Consider integrating introductory sessions, deep-dives into specific topics, and wrap-up discussions to reinforce learning.

Content Detailing:

Resume and Cover Letter Writing: Offer guidelines on tailoring resumes to specific job descriptions, highlighting transferrable skills, and crafting impactful cover letters.
Interview Preparation: Include common interview questions, techniques for answering behavior-based questions, and tips for virtual interviews.
Professional Online Presence: Guide on optimizing LinkedIn profiles and using social media professionally.

Possible Interactive Elements Enhancement:

Resume Workshop: Implement peer review sessions and one-on-one consultations with career advisors.
Mock Interviews: Organize panel interviews with faculty and local business representatives for diverse feedback.
LinkedIn Profile Creation Stations: Offer personalized feedback sessions with digital marketing professionals.

Resource Amplification: Identify specific software or online platforms for resume building and interview simulation. Consider virtual reality setups for immersive interview practice.

Innovative Evaluation Strategy: Design pre- and post-workshop assessments to evaluate skill development. Implement a mentoring program to support students in their job search post-workshop, providing a more comprehensive measure of success.

Support Materials:

Develop a workshop handbook containing summaries, templates, checklists, and resource links.
Create a series of short, instructional videos covering key workshop topics for ongoing access.

Promotion and Recruitment Plan: Outline strategies for marketing the workshop to the target audience through campus newsletters, social media channels, and collaboration with academic departments.

Your plan should prioritize actionable advice, hands-on experience, and real-world applicability, ensuring students leave the workshop with not only enhanced materials but also boosted confidence in their job search capabilities.

Prompt
You're an expert at communications and event planning for a career development center for college students. Draft a detailed strategy for communications and events that focuses specifically on second-year students that covers the first two months of the Fall semester.

The strategy must provide timely reminders, encouragements, and useful information about career services the college offers. The center provides job fairs, resume and cover letter feedback, mock interviews, and other typical services and programming of career development centers at colleges.

Form the output as a table in chronological order of when the events should happen and communications should be sent out. Other columns must include a detailed outline of the event or communication (2-4 sentences), the method of communication, and 3-5 specific next steps for us to take after that.

Prompt
Function as a job and internship planning expert, and provide detailed guidance to help a student formulate a targeted list of potential employers. This list should be relevant to the student's career interests, achievable based on their qualifications, and concise to ensure a focused application strategy. Present your advice in a structured table format. For each recommended step in the planning process, include the following columns: 'Step', 'Estimated Duration', 'Reason for Step', and 'Example Outcome'. Ensure that each example outcome illustrates how the step can be successfully achieved across various industries, with each example representing a unique industry to avoid overlaps.

Instructions:

Step: Clearly define the action the student needs to take.
Estimated Duration: Provide an approximate time frame for completing this step.
Reason for Step: Explain why this step is crucial in the process of developing a targeted list.
Example Outcome: Offer a specific example of what achieving this step might look like, using distinct industries for each example to showcase versatility and applicability in different career paths.

Focus on guiding the student through a strategic approach to identify and prioritize job and internship opportunities that align with their career goals, skillset, and the current job market trends.

Prompt
Perform a detailed analysis of the RI Seasonally Adjusted establishment employment report, focusing on identifying prevalent skills gaps within the current job market. Your analysis should not only highlight these gaps but also delve into the underlying causes and industry demands that contribute to these deficiencies. Based on your findings, generate a comprehensive list of both academic courses and extracurricular activities. These recommendations should be specifically tailored to equip students with the necessary skills to bridge the identified gaps effectively.

Instructions for Analysis:

Identification: Begin by identifying specific skills that are in high demand across various industries, as reported, yet appear to be lacking among the current workforce.
Causation Analysis: Provide an analytical commentary on why these skills gaps have emerged. Consider factors such as technological advancements, shifts in industry practices, or changes in consumer behavior.

Recommendation Development:

For academic courses: Suggest courses that directly address the skills gaps identified. Include disciplines or subjects that are pivotal, considering current industry trends and future projections.
For extracurricular activities: Propose activities outside the classroom that could complement academic learning. These could include clubs, workshops, online courses, internships, or volunteer experiences relevant to filling the skills gaps.

Output Structure:
Your output should be organized into two main sections, each presented in a clear and structured format:

Skills Gap Identification and Analysis: A table listing the identified skills gaps, their relevance to specific industries, and a brief analysis of causation.
Recommendations for Bridging Gaps: Two separate tables, one for academic courses and another for extracurricular activities, each detailing how the recommendation addresses the identified skills gap.

Ensure that your recommendations are actionable, directly linked to the skills gaps identified, and reflective of a deep understanding of current job market trends and future employment projections.

Prompt
Adopt the role of an expert career coach specializing in assisting college students transitioning into the workforce within the next 6–12 months. Your objective is to conduct a thorough interview with me, focusing on uncovering my marketable skills and abilities.

Use a strategic sequence of questions, ensuring you cover a broad spectrum of skills, experiences, and interests.

Your questions should be designed to delve deep into my academic, extracurricular, and personal projects to accurately determine my strengths.

You must ask one question at a time, get my response, and then ask the next question.

Interview Guidelines:

Initial Assessment: Begin with broad questions to understand my background, interests, and self-perception of skills.
Skill Exploration: Proceed with more targeted questions to identify specific skills and examples of when I have effectively used them.
Clarification and Depth: If responses are insufficient, rephrase or ask follow-up questions to gather more detailed information.
Industry Alignment: Ask about my interests in various industries or sectors to gauge where my skills might be best utilized.

Upon concluding the interview, synthesize the information into a detailed table. This table should:

List my most marketable skills and abilities.
Recommend industries and jobs that align with each identified skill or ability.
Rank these industries or jobs from most to least suitable based on my skill set.

Table Structure:

Skill/Ability: What competencies stand out?
Industry/Job Recommendations: Based on the skill, which industries or jobs are a fit?
Rank: Order these from most to least aligned with my marketable skills.

Your analysis will guide me in targeting my job search towards roles where I can leverage my strengths most effectively.

Prompt
Act an expert job and skills analyzer and interviewer, you are to act as an interviewer with me and begin asking me questions one at a time. Your questions should be about my education, volunteering, internships, employment, and any other experiences that may contribute to analyzing the fullness of my abilities. Be sure to follow up with questions that effectively evoke specific examples of skills. Be persistent in getting as much information out of me even when I say I don't have any specific details (try asking the question differently).

After you have gotten all the information that you can, review the entire dialogue and come up with a summary of skills that I have demonstrated. The output should be a table that includes the skill, why it's important for work, and at least 1 but ideally up to 3 ways I've demonstrated it.

Prompt
You're an expert at [field, discipline or industry]. You are skilled at helping other people highlight their strengths and weaknesses in these fields through motivational and behavioral interviewing using a range of questions that draw out experiences, viewpoints, and understandings about the work of this [field, discipline or industry].

You will interview me using motivational and behavioral interviewing methods. Always ask 1 question at a time. Make sure as you formulate a new question you are leveraging both your expertise and what you are learning from me. Ask as many questions as you need to and when you have no more questions, ask me if I would like my comprehensive assessment.

Prompt
You are an expert recruiter and job-placer. You will interview me, asking me 1 question at a time and using follow-up questions for clarity and specific details. When done, you will provide me with an assessment of my strengths and assets in the field of finance. That output should be in a table format. It should include:

the strength or asset
a rating on 1–10 (10 being expert; 1 being novice) in terms of the degree that I have the asset or strength
identify specific ways that I have demonstrated the strength of asset

After you provide that assessment, you will enter into a standard recruiter interview and ask me questions that a recruiter in finance would ask. After each answer I provide, you will provide feedback about my answer and how well it ties into my strengths and assets. When my answers don't fully draw upon my strengths and assets, you'll provide specific and clear advice on how to improve my response based upon my strengths and assets.

Co-Curricular Assessment

Prompt
"Map the learning outcomes of this co-curricular program [paste program description and outcomes] to the institution’s general education or institutional learning outcomes. Identify areas where co-curricular activities reinforce or extend academic learning. Provide explicit recommendations for improving outcome integration, ensuring alignment is evident and actionable for both student affairs professionals and academic stakeholders."

Prompt
"Evaluate the impact of the following co-curricular program on student development in areas such as leadership, communication, or civic engagement [paste program details and participation data]. Use qualitative and/or quantitative data to assess outcomes. Present findings in a report format suitable for both student affairs and academic affairs leadership, highlighting key successes and areas for enhancement."

Prompt
"Design a system for tracking student participation in co-curricular activities, ensuring data can be easily analyzed for assessment purposes. Describe how the system should capture key metrics such as frequency, type of activity, and associated learning outcomes. Provide examples of how this data could be reported and used for continuous improvement of co-curricular offerings."

Prompt
"Create a set of reflection prompts for students participating in co-curricular programs. The prompts should help students articulate what they learned, how the experience connects to academic goals, and future applications. Ensure questions are open-ended, accessible to a diverse student body, and aligned with institutional learning outcomes."

Prompt
"Draft an outline for an annual co-curricular assessment report. Include sections for program goals, participation data, outcome achievement, stakeholder feedback, and planned improvements. Provide detailed guidance on what data should be included in each section and how to present findings to ensure clarity and usefulness for institutional planning."

Co-Curricular Learning and Integration

Course and Lesson Design

Prompt
"Evaluate this lesson plan [paste lesson plan] for a 75-minute session on [topic] in my [subject] course. Assess the pacing, variety of activities, and opportunities for student engagement. Suggest improvements or alternative approaches to enhance learning outcomes and maintain student interest throughout the session."

Prompt
"Review the following sequence of three class sessions [provide outlines] covering [specific topic] in my [subject] course. Analyze the progression of concepts, the balance of instructional methods, and the coherence across the sessions. Recommend ways to improve the flow and reinforce key ideas throughout the sequence."

Prompt
"Examine this flipped classroom plan [paste plan details] for my [subject] course. Evaluate the pre-class activities, in-class exercises, and post-class assessments. Suggest refinements to maximize the benefits of the flipped model and ensure seamless integration between out-of-class and in-class learning."

Prompt
"I'm teaching a unit on [specific topic] in my [subject] course. Generate 10 diverse and engaging activity ideas that would help students apply the concepts in practical ways. Include a mix of individual, pair, and group activities, and suggest how each activity supports specific learning outcomes."

Prompt
"Help me brainstorm interactive ways to teach [difficult concept] in my [subject] class. The students often struggle with this topic. Generate 5-7 activity ideas that use different learning modalities (visual, auditory, kinesthetic) to explain and reinforce this concept. For each activity, briefly explain how it addresses common misconceptions or difficulties."

Prompt
"I want to incorporate more real-world applications in my [subject] course. Propose a series of activities or projects that connect course content to current industry practices or societal issues. Include ideas for guest speakers, case studies, or simulation exercises that would enhance students' understanding of the practical relevance of the subject matter."

Prompt
"I'm planning to use the jigsaw method for teaching [topic] in my [subject] class. Provide a step-by-step guide for implementing this activity, including how to divide the content, structure group formations, manage time, and ensure individual accountability. Also, suggest strategies for adapting this method for both in-person and online class settings."

Prompt
"Generate a detailed facilitator's guide for conducting a debate on [controversial topic] in my [subject] course. Include guidance on setting up the debate, establishing ground rules, moderating the discussion, and debriefing afterwards. Provide tips for encouraging respectful disagreement and critical thinking."

Prompt
"I want to incorporate more reflective practice in my [subject] course. Develop a guide for implementing a semester-long reflective journal activity. Include prompts for weekly entries, suggestions for providing feedback on reflections, and ideas for using the journals to track student growth and inform teaching. Address both content-related and meta-cognitive reflection."

Course Content and Materials

Prompt
You're an expert in developing collaborative student assignments where students help one another in their learning. Develop a rubric for an assignment where students are conducting peer reviews of each other's research papers before final submission.
The rubric should be in accessible language while also clear and helpful in guiding the peer reviewer to identify clear elements that might impact the student's evaluation.
There should be three levels of evaluation. All language should be structured in asset-based language when possible. The output should be in a table.

Prompt
Review the content outline for my [subject] course [paste outline]. Assess its comprehensiveness, currency, and relevance to the field. Identify any outdated information or emerging topics that should be included. Suggest resources or case studies that could enrich the existing content.

Prompt
Analyze the diversity and inclusivity of the content in my [subject] syllabus [paste syllabus]. Evaluate the range of perspectives, cultural representations, and global viewpoints included. Recommend ways to make the content more inclusive and representative of diverse experiences and viewpoints in the field.

Prompt
Examine the sequencing and scaffolding of content in this course schedule [paste schedule]. Assess how well the topics build upon each other and support progressive skill development. Suggest any reordering or additions that could enhance students' understanding and application of the material.

Prompt
Review my course design [provide course overview] for [subject] and identify any crucial elements that may be missing. Consider aspects such as opportunities for feedback, real-world application, interdisciplinary connections, or skill development. Suggest ways to incorporate these elements without overloading the existing structure.

Prompt
Analyze this syllabus [paste syllabus] for my [subject] course and highlight any missing policies, resources, or information that are typically included in comprehensive syllabi. Recommend additions that would clarify expectations, support student success, or address potential issues.

Prompt
Evaluate the assessment strategy in my [subject] course [provide assessment details]. Identify any gaps in the types of assessments used or skills evaluated. Suggest additional assessment methods or modifications to existing ones that would provide a more complete picture of student learning and skill development.

Course Guides and Navigation

Prompt
"Generate a comprehensive course guide template for a [undergraduate/graduate] [subject] course. Include sections for course description, learning outcomes, weekly schedule, assignment details, grading policies, and resources. Provide examples of clear and student-friendly language for each section."

Prompt
"Create an interactive course guide outline for an online [subject] course. Suggest ways to make the guide more engaging and user-friendly in a digital format, including ideas for multimedia elements, interactive syllabus features, and clear navigation structures."

Prompt
"Develop a 'Quick Start' guide for students beginning my [subject] course. Focus on the most crucial information they need in the first week, including course expectations, technology requirements, and tips for success. Format it in a visually appealing and easily digestible manner."

Course Modules and Units

Prompt
"Develop an outline for a 4-week module on [specific topic] for an advanced undergraduate [subject] course. Include weekly themes, key concepts, potential readings or resources, and ideas for activities or assignments that promote critical thinking and real-world application."

Prompt
"Create an interdisciplinary module that connects [subject A] with [subject B]. Propose a structure for a 3-week unit that explores the intersection of these fields, including learning objectives, content overview, and ideas for collaborative projects that students from both disciplines could work on together."

Prompt
"Design a flexible module framework for a [subject] course that allows for easy updates as the field evolves. Include a template for module structure, suggestions for incorporating current events or recent research, and strategies for adapting content difficulty based on student background and performance."

Developing Objectives

Prompt
"I'm designing a new undergraduate course on [subject]. Based on current trends and job market demands, generate a list of 5-7 specific, measurable learning objectives that align with Bloom's Taxonomy. For each objective, suggest a potential assessment method."

Prompt
"Review these existing course objectives for my [subject] class: [list objectives]. Considering recent advancements in the field and the need for more inclusive learning outcomes, propose updates or additions to these objectives. Explain the rationale behind each suggestion."

Equity and Inclusion

Prompt
"Analyze the diversity and inclusivity of the content in my [subject] syllabus [paste syllabus]. Evaluate the range of perspectives, cultural representations, and global viewpoints included. Recommend ways to make the content more inclusive and representative of diverse experiences and viewpoints in the field."

Prompt
"Leveraging your experience with inclusive pedagogy, antiracist teaching, and universal design for learning, identify the three most significant challenges and the three most significant opportunities that generative AI represents for teaching and learning in the discipline of [Discipline of choice]. Your output should be a table that includes: (1) the challenge or opportunity, (2) why it matters, and (3) useful questions for faculty to consider to address or leverage it."

Event and Program Planning

Prompt
"Create a comprehensive event planning checklist for a Division of Student Success orientation, including timeline, budget considerations, and assessment methods."

Prompt
"Develop a list of 20 engaging icebreaker activities suitable for various Division of Student Success events, catering to different group sizes and student demographics."

Prompt
"Develop a debriefing template for post-event analysis, including sections for successes, areas for improvement, and actionable takeaways."

Prompt
"Develop a promotional strategy for the following Student Success event: [Insert event details...]"

Faculty Support and Development

Prompt
"Identify 3 of the most effective professional development strategies for part-time faculty to excel in asynchronous online teaching.

For each strategy, you must include the following:

A clear definition of high-impact practices in the context of asynchronous online education.
A breakdown of key strategies that facilitate rapid acclimatization and competence in these practices.
Examples of successful implementation of these strategies in academic institutions.
Suggestions for monitoring and evaluating the effectiveness of these professional development activities.
Assume the audience has a basic understanding of online education but seeks to deepen their knowledge on this specific aspect.
Your response must mirror the structure of an educational best practices guide, incorporating research-based evidence where applicable."

Prompt
"Design a comprehensive implementation plan and detailed course map for a portfolio development program tailored for part-time faculty, aimed at enhancing their proficiency in asynchronous online teaching. The plan must include:

Clear objectives for the portfolio development program, emphasizing the advancement of teaching and learning skills.
A step-by-step implementation strategy, including timeline, resources needed, and stakeholder roles.
A course map that guides faculty through the creation of teaching portfolios, which should document their pedagogical growth, incorporate examples of course materials, gather student feedback, and include reflective insights on teaching practices.
Methods for integrating innovative technologies to facilitate the creation and sharing of teaching portfolios.
Mechanisms for ongoing support and engagement of faculty in the portfolio development process, including workshops, peer reviews, and feedback sessions.
Examples of effective portfolio elements and documentation that have been successful in similar settings.
Evaluation metrics to assess the impact of the portfolio development program on teaching effectiveness in asynchronous online courses."

Prompt
"You're an expert at onboarding and helping new people get acclimated to their employment in the first six months. I have a new staff member starting next month and I want to make sure they feel fully supported in getting up and situated. I am limited in how much time I can provide this person each week, starting with 6–8 hours in the first week and then going down to 4 hours in the next 2 weeks. After that, I will only have 2 hours a week (including 1-1 meetings) to support this person.

Interview me one question at a time to learn more about our work, our projects, past and present challenges in the department and organization, and any other area that would be helpful in crafting a plan to onboard.

Once you have all the information you need, begin to share your onboarding plan. However, only share it piece by piece. When you share a piece, ask me the feasibility of it. Based upon my answer, revise it and ask if that is acceptable. Ask follow-up questions if you need to clarify why it isn't feasible and how to make it feasible.

Only move onto the next piece once I confirm that it should work. As you change pieces that aren't feasible—use that input to help you adjust later parts of the plan."

FAQ Design and Student-Facing Communication

Prompt
"The following is a transcript from [Topic and audience]. Create a detailed FAQ document with 5–10 questions and answers. The questions should reflect the most common areas of confusion, and the answers should be clear, accessible, and include links or resources when relevant. Ensure the tone matches the intended audience (e.g., students, staff, or faculty)."

Prompt
"You are an expert in student services, tasked with creating a comprehensive FAQ section for a new academic advising initiative. The section should include both general questions students might ask and more specific questions tailored to first-generation, transfer, and part-time students. Make sure the language is welcoming and avoids institutional jargon."

Prompt
"Our Coaching & Academic Success Program is creating a specialized FAQ section for international students navigating U.S. academic culture. Generate a list of 8–12 questions that reflect common concerns, such as classroom expectations, participation, office hours, and academic integrity. Provide culturally sensitive, clear answers, each under 100 words, and include references to support services or campus resources where relevant."

Feedback and Student Evaluations

Prompt
"I've received end-of-semester evaluations for my [subject] course. Here's a summary of the quantitative data and key comments: [paste summary]. Analyze this feedback, identifying patterns, areas of strength, and opportunities for improvement. Suggest 3–5 specific actions I could take to address the main concerns while building on the positive aspects."

Prompt
"Review these mid-semester anonymous feedback responses from my students: [paste feedback]. Categorize the comments into themes, highlighting both positive feedback and areas for improvement. Propose immediate adjustments I could make to address student concerns, as well as longer-term strategies for course enhancement."

Prompt
"Analyze this compilation of anonymous peer observation notes from my [subject] class: [paste observation notes]. Synthesize the key points, noting areas of effective practice and suggestions for improvement. Recommend ways to incorporate the constructive feedback into my teaching, and suggest how I might use these insights for my professional development plan."

Prompt
"Assuming the role of an expert in learning management systems (LMS) and student engagement, conduct a detailed overview of student experiences with faculty's use of LMS using the attached spreadsheet of student feedback. Your analysis should:

Highlight key concerns raised by students regarding LMS usage by faculty, providing specific examples of practices that negatively impact student engagement.
Identify and elaborate on outstanding positive practices in LMS usage by faculty that have significantly enhanced student engagement, supported by case studies or examples.
Offer actionable insights and recommendations for addressing the identified concerns, promoting best practices that lead to positive student experiences.
Analyze potential biases in student feedback and how they might affect the interpretation of LMS effectiveness."

Grading and Rubrics

Prompt
"I need a rubric for assessing [type of assignment, e.g., research paper, group project, oral presentation] in my [level, e.g., introductory, advanced] [subject] course. The main learning objectives for this assignment are: [list objectives]. Create a detailed rubric with 4–5 criteria, each with 3–4 performance levels. Include clear descriptors for each level that align with the assignment objectives."

Prompt
"Generate a holistic rubric for evaluating students' participation in online discussions for my [subject] course. Include criteria that assess the quality of contributions, engagement with peers, and demonstration of critical thinking. Provide descriptors for 4 performance levels, from exemplary to needs improvement."

Prompt
"Develop an analytic rubric for a multi-part project in my [subject] course. The project has the following components: [list components]. Create separate criteria for each component, as well as overall criteria for the entire project. Include weightings for each criterion and clear performance level descriptors that emphasize both content mastery and skill application."

Prompt
"Create three unique assignment options that assess the same learning outcome in my [subject] course. Each option should cater to different learning preferences or interests while maintaining equivalent rigor. Provide a brief rubric for each assignment to ensure consistent grading."

Prompt
"Using the attached document, develop a comprehensive, student-friendly writing rubric tailored for community college students aimed at self-assessment and enhancement of their written assignments. This rubric should break down the complex process of writing into clear, understandable criteria that reflect both academic standards and real-world communication skills. Ensure the rubric is structured to be engaging, with straightforward language and actionable feedback that students can use to independently evaluate and improve their work."

Prompt
"I need to provide feedback on a student's essay in my [subject] course. Here are my initial comments: [paste comments]. Reword this feedback to be more constructive and growth-oriented, while maintaining clarity about areas for improvement. Suggest how the student might act on this feedback for future assignments."

Learning Evidence and Portfolios

Prompt
"Develop a structured guide for students creating learning portfolios as part of a program-level assessment requirement. The guide should outline required sections (e.g., introduction, artifact selection, reflective commentary), provide examples of acceptable evidence, and explain how each section demonstrates achievement of specific learning outcomes. Ensure the language is clear for undergraduate students and encourages critical reflection."

Prompt
"Create a detailed rubric for evaluating student learning portfolios in [discipline or program]. Include 4–5 criteria such as relevance of artifacts, depth of reflection, alignment with learning outcomes, and overall coherence. Provide 3–4 performance levels with clear descriptors, ensuring evaluators can apply the rubric consistently across diverse student submissions."

Prompt
"Design a faculty workshop session focused on best practices in assessing student learning portfolios. The session should include guidance on using rubrics, calibrating scores, and providing constructive feedback. Include objectives, activities, and materials that support faculty confidence and consistency in portfolio assessment."

Prompt
"Analyze aggregated portfolio assessment data from the past academic year [paste summary data]. Identify trends in student achievement of program outcomes and areas where curricular adjustments may be needed. Prepare a summary suitable for program review documentation, with clear visuals and actionable recommendations for faculty."

Policy and Guidelines

Prompt
"You're an expert in developing policy that is effective, using clear and accessible language. Write up an agreement between a college and a part-time employee. This agreement should acknowledge that our institution is granting the part-time employee a laptop for ownership for the duration of their work and in capacities related to their work at the college.

In creating the policy, use boldface to indicate areas that we should make decisions on and then ask follow-up questions about those areas."

Prompt
"Assume the role of a strategic advisor for a community college located in Massachusetts, tasked with transforming the college into a leading regional hub for biotechnology education and training. Your goal is to identify and detail a variety of strategies that are not only effective and financially viable but can also be implemented promptly to achieve this transformation.

Your strategies should aim to position the college as a beacon of biotech education and research, fostering innovation and contributing significantly to the regional biotech ecosystem. Please provide detailed, actionable strategies, ensuring that they are feasible for a Massachusetts community college's context and resources."

Prompt
"Assist our small grants team at a Connecticut community college with a detailed strategic plan for applying to the Hewlett Foundation Open Educational grant. Our goal is to maximize our chances of success by thoroughly understanding the grant's requirements, the realistic award size we should target, and the comprehensive scope of work involved in both the application process and the execution of the grant.

Your guidance should cover program overview, application timeline, realistic award expectations, workload estimation, collaborative strategy, success factors and challenges, and required resources/support. The objective is to equip our team with a comprehensive, actionable plan that addresses all facets of the process."

Prompt
"You’re an expert in assessing grant requirements and institutional bandwidth. We’re considering applying for a very large grant that could open up new opportunities but also require us to shift lots of human and physical resources. Walk me through a step-by-step analysis interview—using at least 3 different methods of analysis—to help determine the totality of challenges and opportunities in applying to this grant and potentially receiving it.

Interview me to collect all relevant details. Ask questions one at a time. When you gather all the information, provide a detailed output that gives me insight to decide what to do."

Reflective Practice and Meta-Cognition

Prompt
"Develop a guide for implementing a semester-long reflective journal activity. Include prompts for weekly entries, suggestions for providing feedback on reflections, and ideas for using the journals to track student growth and inform teaching. Address both content-related and meta-cognitive reflection."

Prompt
"You are an AI assistant designed to help students reflect deeply on their course experiences. Create a bank of reflective questions that encourage students to evaluate what they’ve learned, how they’ve learned it, and how their thinking has changed. Questions should prompt connections between course content, prior knowledge, and future application."

Prompt
"Create a visual summary (e.g., a concept map or infographic outline) that captures the main ideas, connections, and evolving thoughts from the discussion [paste transcript or notes]. Use the summary to help students see the progression of their thinking over time."

Strategic Planning and Institutional Effectiveness

Prompt
"Using the following summary of assessment results from the past academic year [paste summary], develop a targeted action plan to improve student learning outcomes in [program/course]. The plan should include specific goals, responsible individuals or committees, timelines for implementation, and indicators of success. Reinforce the importance of documenting follow-up actions and integrating results into the program review cycle."

Student Support and Belonging

Prompt
"Run a simulation wherein you are a student who has been placed on academic probation and you are anxious about failing. Take on a very specific identity, but only initially share what an advisor might already know. Keep other information hidden from the interaction until it can be naturally revealed through dialogue with the advisor. As an advisor, I will interact with you to offer empathy, helpful suggestions (like tutoring, study strategies, or time management tips), and an action plan to help you improve. Maintain your role as a student, but after 5–7 interactions back and forth, you may pause the simulation to ask if I want feedback."

Navigating College Life
Academic Support and Resources
Financial Aid and Scholarships
Family Expectations and Communication
Career Planning and Professional Development
Building a Support Network"

Welcome email to a new student joining the program
Check-in email for a student who missed their last coaching session
Congratulatory email for a student who improved their GPA
Supportive email for a student who is struggling academically
End-of-semester reflection and goal-setting email"

Three quick-response techniques (under 2 minutes)
Two 5–10-minute practices
One in-depth strategy (15–20 minutes)
Adaptations for campus locations
A visual 'stress scale' and daily integration plan"

Individual goals based on language backgrounds
Weekly writing workshops with rotating leaders
Peer review protocols
Projects integrating intercultural communication
Strategies for navigating discipline-specific conventions"

Prompt
"Design a 7-day exam preparation plan for a student taking a final exam in organic chemistry. The plan should include daily activities using spaced repetition, active recall, and the Feynman Technique. For each day, provide:

A specific study goal
Two 45-minute study sessions
A 15-minute break activity
A 5-minute reflection prompt
Also, suggest three review strategies for the day before the exam."

AI+Edu=Simplified by Lance Eaton is licensed under Attribution-ShareAlike 4.0 International

AI + Education = Simplified