assignment front page design ai

Free Cover Page templates

Create impressive cover pages for your assignments and projects online in just a click. choose from hundreds of free templates and customize them with edit.org..

Create impressive cover pages in a few minutes with Edit.org, and give your projects and assignments a professional and unique touch. A well-designed title page or project front page can positively impact your professor's opinion of your homework, which can improve your final grade!

Create a personalized report cover page

After writing the whole report, dissertation, or paper, which is the hardest part, you should now create a cover page that suits the rest of the project. Part of the grade for your work depends on the first impression of the teacher who corrects it.

We know not everyone is a professional designer, and that's why Edit.org wants to help you. Having a professional title page can give the impression you've put a great deal of time and effort into your assignment, as well as the impression you take the subject very seriously. Thanks to Edit.org, everyone can become a professional designer. This way, you'll only have to worry about doing a great job on your assignment.

On the editor, you will also find free resume templates  and other educational and professional designs.

Customize an essay cover page with Edit.org

• Go to formats on the home page and choose Cover pages.
• Choose the template that best suits the project.
• You can add your images or change the template background color.
• Add your report information and change the font type and colors if needed.
• Save and download it. The cover page is ready to make your work shine!

Free editable templates for title pages

As you can see, it's simple to create cover pages for schoolwork and it won’t take much time. We recommend using the same colors on the cover as the ones you used for your essay titles to create a cohesive design. It’s also crucial to add the name and logo of the institution for which you are doing the essay. A visually attractive project is likely to be graded very well, so taking care of the small details will make your work look professional.

On Edit.org, you can also reuse all your designs and adapt them to different projects. Thanks to the users' internal memory, you can access and edit old templates anytime and anywhere.

Take a look at other options we propose on the site. Edit.org helps design flyers, business cards, and other designs useful in the workplace. The platform was created so you don't need to have previous design knowledge to achieve a spectacular cover page! Start your cover page design now.

Create online Cover Pages for printing

You can enter our free graphic editor from your phone, tablet or computer. The process is 100% online, fun and intuitive. Just click on what you want to modify. Customize your cover page quickly and easily. You don't need any design skills. No Photoshop skills. Just choose a template from this article or from the final waterfall and customize it to your liking. Writing first and last names, numbers, additional information or texts will be as easy as writing in a Word document.

Free templates for assignment cover page design

Tumblr Banners

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Brand Profile

Brand Templates

Create Blank Doc

Business Plan

Job Description

Meeting Minutes

Facebook Post

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100% Unique SEO-Optimized Article with FAQ

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Job Application Letter

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Workplace Safety Manual

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Leave Letter

Admission Letter

Volunteer Letter

Requisition Letter

Travel Letter

Campaign Letter

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Principal Letter

Volunteer Hours Log

Certificate Letter

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Club Meeting Minutes

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Thank You Note

Notice to Vacate

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Local Attractions List

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Driver Cover Letter

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Letter of Intent

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Teacher Letter

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Immigration Letter

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Letter of Interest

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Director Letter

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Health Letter

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Medical School Letter

COVID-19 Letter

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Letter of Intent to Purchase

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School Letter of Intent

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Letter of Recommendation for Graduate School

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Resume Job Description

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Note Taking

Construction Checklist

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Work from Home Notice

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Electrical Inspection Checklist

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Deposit Agreement

Acknowledgement Agreement

Mutual Agreement

Financial Agreement

New Employee Onboarding Checklist

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Boiler Operation Checklist

Motorcycle Checklist

Broker Agreement

Land Purchase Agreement

Car Checklist

Company Bio

Cat Sitter Checklist

Company Introduction

Trust Agreement

Subscription Agreement

Parking Agreement

Construction Management Agreement

Trade Agreement

Outsourcing Services Agreement

Manufacturing Agreement

Restaurant Investment Agreement

Extension Agreement

Professional Service Agreement

Shares Agreement

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Non Profit Agreement

Consent Agreement

Supply Agreement

Training Agreement

Freelancer Agreement

Royalty Agreement

Equipment Rental Agreement

Short Agreement

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Development Agreement

Buyout Agreement

Contract Agreement

Assignment Agreement

House Agreement

Apprenticeship Agreement

Deed Agreement

Maintenance Agreement

Memorandum Of Agreement

Coaching Agreement

Debt Agreement

Simple Agreement

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Data Sharing Agreement

Food Business Agreement

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Branding Agreement

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SEO Checklist

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New Puppy Checklist

Camping Checklist

Hospital Bag Checklist

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Baby Registry Checklist

Home Inspection Checklist

AD Template

College Dorm Checklist

Sales Report

Financial Report

Annual Report

Weekly Report

Expense Report

Book Report

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First Apartment Checklist

Spring Cleaning Checklist

Real ID Checklist

Police Report

Standard Operating Procedure (SOP)

Compliance Document

Feasibility Study

Financial Analysis

Vertical Signage

Horizontal Signage

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Investment Document

Management Policy

Financial Document

Portrait Certificate

Terms of Service

Power of Attorney

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Testimonials

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Support & Maintenance

Option to Purchase

Interview Questions

Program (Graphic)

Resume (A4)

Tumblr Post

Board Resolution

Scope of Work

Landscape Poster

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Bill of Lading

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Smart Goals

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Product Requirements Document

Team Charter

Permission Slip

IOU (I Owe You)

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Price Comparison

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Retractable Banner

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How To Make A Cover Page For An Assignment? An Ultimate Guide

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Level Up Your Assignment Game!

What if you made a shiny assignment but forgot to make the cover page? Remember that first impression in 'The Devil Wears Prada'? Well, your cover page deserves a standing ovation, not a silent groan from your teacher. But don't worry! Here's an ultimate guide on how to make a cover page for an assignment that will transform your cover page from 'blah' to 'wow' in no time!

What is a Cover Page in an Assignment?

The cover page, your essay's first impression, sets the stage for professionalism. It's where your name, course details, and due date greet your instructor. Though not always obligatory, its polished presentation can earn you favour. Following a good format often leads to higher scores, making it a smart academic move.

Why is a Cover Page Important?

As students, we all know the adage - you never get a second chance to make a first impression. That's where the cover page comes in - it's the gatekeeper to your assignment, and trust us, you don't want to drop the ball here. Mess it up, and your professor might write you off before they even start reading. But nail it? Well, that's like hitting a home run before you've even stepped up to the plate. 

If you are thinking about how to make a cover page for an assignment, a well-formatted, error-free cover page is the key to unlocking your instructor's curiosity. Following the institution's template is just the cherry on top, showing you're a team player who respects the rules of the game. 

How to Make a Cover Page for an Assignment?

When it comes to assignments, the cover page is our chance to grab the professor's attention right off the bat. Why settle for a drab intro when you can learn all about how to design the front page of an assignment? Let's dive into the essential elements of the cover page.

1. Running Header

A running header goes on top of cover pages, separate from the main text. It's often used for APA style. Keep it short, 50 characters max, all uppercase.

Next is the title, explaining your work's content. Write it in the title case, capitalising most words. Avoid abbreviations and aim for 15-20 words. Centre the fully written title on the cover page.

3. Institution/ University Name

Your university or institution name belongs on the cover page, too. Different from the title, it shows readers where you're from and did the research. For reports or presentations, include your workplace or school.

4. Student’s Name and ID

Clearly state the author(s) name(s) and id(s) on the cover page. Include affiliations for multiple authors. For group projects, list all students' names and universities before the title. This ensures proper author credit.

Including the date on your cover page tells readers when you finished the work. Use the exact publication date. This also helps for future reference if someone needs to find work within a certain timeframe.

6. Instructor’s Information

Providing your instructor's details, such as name, designation, and department, shows you completed the work for their specific class. It ensures the assignment reaches the right person and department, avoiding any confusion.

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How to Make A Front Page of an Assignment: APA Format

The APA (American Psychological Association) format heavily emphasises the cover page details. To know how to make a cover page for an assignment in an APA format, follow these specific guidelines.

1. Page Number Placement: Start by placing the page number in the upper-right corner, always as 1, aligning it with the one-inch margin. This will be part of your running head, a feature in APA format, but for student papers, it's just the page number.

2. Title Placement: Move down three or four lines (double-spaced) from the top and centre of your paper's title. Make it bold and use proper capitalization rules for titles.

3. Author's Name: After the title, leave an empty line, then write your name. Keep it simple without any special formatting. If there are multiple authors, separate their names with commas and use "and" before the last author's name.

4. Department and School: Below your name, write your department or division, followed by your school's name, separated by a comma.

5. Course Information: Directly below your school's name, include the course name along with its numeric code.

6. Instructor's Name: Under the course information, write your instructor's full name, including any titles like 'Dr.'

7. Date: Finally, on the last line, write the date. Spell out the month for clarity.

How to Create a Cover Page for an Assignment: MLA Format

In MLA (Modern Language Association) style, you usually don't need a cover page; instead, you list essential details at the start of the first page. If you are wondering how to make an assignment front page in MLA style, here are the instructions.

1. Student’s Name: Begin with the first student’s name on the top-left corner of the page, double-spaced.

2. Additional Authors: If there are more authors, list each on a separate line following the first student’s name.

3. Instructor’s Name: Below the last author’s name, including the instructor’s title, like “Professor Willow,” on a new line.

4. Course Details: Write the course name along with its numeric code on the next line.

5. Date : Following the course details, write the date in full, avoiding abbreviations for months. You can use either day-month-year or month-day-year format.

6. Title of the Paper : Centre the title four or five lines below the date, maintaining double spacing. Remember to capitalise the title according to standard rules, avoiding bold or italics.

How to Design Cover Page for Assignment: CMS Format

CMS (Chicago Manual of Style), a citation method for acknowledging sources in academic papers, grants ownership rights to authors, preventing plagiarism and aiding readers in locating sources. However, mastering one style isn't sufficient due to varying rules.

1. Margins: Leave one-inch margins on all sides of your cover page to give it a neat look and provide space for your text.

2. Font: Stick to Times or Times New Roman font in 12 pt size for a professional appearance that's easy to read.

3. Spacing: Double-space the text on your cover page to make it clear and readable.

4. Text Alignment: Align your text to the left to create a clean, organised appearance, avoiding fully justified text.

5. Indentation: Start paragraphs, block quotes, and bibliography entries with a 1/2" indent for a structured layout.

6. Page Numbers: Number your pages in the top right corner, excluding the cover page. Include your last name to avoid confusion if pages get mixed up.

7. Two-Sided Printing: Confirm with your teacher if you can print on both sides of the paper for eco-friendly printing.

8. Title: Centre the title of your paper halfway down the page for prominence and clarity.

9. Name: Centre your name under the title to identify yourself as the author.

10. Teacher's Information: Write your teacher's name, course title, and date at the bottom, centred in three lines.

11. Font Consistency: Maintain consistency by using Times or Times New Roman font in 12 pt size for the cover page. Avoid using bold, underline, or decorative fonts.

12. Page Numbering and Count: Exclude the cover page from page numbering and total page count. It's not necessary to add a page number to the cover page.

Tips and Tricks to How to Make a Good Cover Page for an Assignment? 

Now that you have understood how to make a cover page for an assignment, it is also necessary to understand the basic tips and tricks before you start writing one. To make a great cover page, follow the steps outlined in the guide.

1. Correct Information

The main tip for knowing how to design a cover page for an assignment is to ensure that the cover page includes accurate details such as your name, assignment title, course name, date, and any other required information to avoid confusion and errors.

2. Formatting

Use consistent formatting throughout the cover page, including font style, size, and spacing, to present a polished and organised appearance that aligns with academic standards.

3. Relevance

If you’re wondering how to write thea front page of an assignment, then include relevant details that provide context. This would help the reader understand the purpose and scope of your work. 

4. Clarity and Conciseness

Keep the content of the cover page clear and concise, using simple language and avoiding unnecessary information to communicate your message effectively.

5. Professional Tone

Maintain a professional tone on the cover page by using formal language and addressing the recipient respectfully, reflecting your commitment to the assignment and your academic integrity.

6. Proofreading

Carefully proofread the cover page for any grammatical errors, typos, or inconsistencies to ensure it reflects your attention to detail and presents a polished final product.

A well-crafted cover page can make your assignment shine like a diamond in the rough. Follow these tips for how to write the front page of an assignment, and you'll impress your professor right off the bat. Don't drop the ball on this crucial first impression; knock their socks off with an A+ cover page material!

Frequently Asked Questions

Do cover pages for an assignment have pictures, what is the difference between a cover letter and a cover page for an assignment, how long should a cover letter for an assignment be, is a 2-page cover letter for an assignment too much, what is the difference between the front page and the cover page.

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Generative AI & Writing Assignment Design

Guides & tips.

The availability of generative AI requires writing instructors to be more deliberate about assignment design. Yet many principles we have always valued remain the same: Prompts should provide opportunities for students to use writing as a means to practice critical thinking and reflection; to engage deeply with texts, using sources to help them generate interesting questions and develop compelling arguments; and to recognize the ethical and social dimensions of writing.

We can encourage students to embrace these opportunities through tapping their intrinsic motivation—striving, as John Bradley puts it, to craft assignments that are “transformational” rather than “transactional.”   We begin with some general recommendations that draw on Mary-Ann Winkelmes’s research-based guidelines for transparent assignment design and are oriented toward this goal.

Writing assignments should include the following, ideally in about one page:

Purpose:  Begin by briefly describing the purpose of the assignment, how doing the assignment helps students reach a particular learning goal of the course. You may want to connect this goal to a future application in or beyond your course.

Tasks:  Craft a concise, specific prompt that is meaningful and relevant to students’ lives. This might mean asking students to draw on personal experiences, but it might also mean asking them to write for an authentic audience (not just you), in a genre relevant to their future professional or civic lives, or in connection to an urgent local or global challenge.

Be sure to i ncorporate a series of process steps and deadlines. This might include brainstorming activities, proposals, drafts (for peer review, in-class workshops, or conferences), and reflective writing.

Criteria:  Show students what success looks like. Offer models of effective compositions, and invite students to analyze those models to develop a critical understanding of how they work. Consider using models published in Deerfield , the Writing Program journal of outstanding undergraduate writing, or other BU student publications . 

Tell students what you will focus on in your feedback and assessment. Consider deemphasizing criteria that AI-generated prose can easily meet and emphasizing criteria like intellectual risk-taking, originality, nuance, etc. ( Note the useful distinction Kevin Gannon makes between “logistical rigor” and “cognitive rigor” —and don’t mistake the former for the latter.)

See also Anatomy of an Assignment Sheet . 

Crafting Assignments That Discourage AI Use

• Be specific about quotation and citation expectations. Ask students to write or talk about these quotes or sources in class as part of the writing process. 
• Have students record their reading and research process. Consider assigning a research log or using a social annotation tool like Perusall . Formal or informal stepping-stone (scaffolded) assignments can help to ensure that students are engaging in authentic research and reading deeply.
• When assigning canonical texts that are likely already part of AI’s database, consider pairing them with less canonical texts — such as a particular response to the canonical text or a source located by the student that is available only through library subscription access — that AI might not be able to reference or discuss as easily. (Note that AI tools like Claude can “process” PDFs, and similar capacities are likely to become more common across platforms.) You might have students present orally on the source as part of the writing process.
• Offer opportunities for students to write about their own lives and experiences, as appropriate to the assignment genre and course topics. 
• Value creativity and difference. Invite students to explore nonstandard language and question genre conventions in a way that is relevant to your topic.

Crafting Assignments that Incorporate Generative AI

• Be explicit about the kind of AI use you are authorizing for the assignment, and model effective prompting for this use. 
• Consider an assignment that showcases what AI can do well and where it falls short–for example, a two-part assignment that asks students to use AI to draft, then write a critical analysis of what AI does well and poorly before they go on to revise or discard the draft.
• Engage AI in the revision process after students have drafted an essay. Let students experiment with the ways that AI can help them reformulate, rephrase, or reorganize their ideas. Include opportunities for reflection regarding their experience working with AI as a collaborator.
• Remember that servers which run AI, such as ChatGPT, are not always accessible during times of high demand, and plan ahead if you intend to use AI live in the classroom. For instance, if you are planning a live demonstration of AI, have it generate one or two responses to be used as backup in the event that the AI tool is not accessible during your class meeting.
• Be explicit about how you want students to cite AI sources. For example, refer to the MLA guide on Citing Generative AI in MLA Style .

More ideas that can be incorporated into the scaffolding for a writing assignment are available here .

Responding to Unauthorized Uses of AI for Writing

“Use caution about responses that emphasize surveillance or restrictions on the writing process that make the conditions of writing for class radically different from writing conditions students will encounter in other classes, work environments, and their personal lives.”

— MLA-CCCC Joint Task Force on Writing and AI Unauthorized use of generative AI tools for academic work may fall within the Academic Conduct Code ’s definition of cheating: “Any attempt by students to alter their performance on an examination or assignment in violation of the stated or commonly understood ground rules.” However, documenting evidence of this kind of misconduct is not easy. The results of detectors like GPTZero and Turnitin are not very reliable, with evidence of “ an alarming bias against non-native English speakers .” (Concern about this bias is the basis for the Writing Program’s authorization of AI use for grammar, usage, and vocabulary in all WR courses; refer to our current guidelines in Section 2 of the syllabus templates .)

Therefore, if you are concerned that a student has used AI to do their work in a way that violates academic integrity, it’s best not to accuse a student based on detector results. Instead, invite the student to have a conversation with you about their process and their ideas. Be honest about your concerns and allow the student an opportunity to respond.  

Learn More: Writing Instruction in the Age of Generative AI

An AI design and image generator app like starryai leverages cutting-edge artificial intelligence technology to transform text prompts into a diverse array of visual designs. Unlike conventional design tools that often demand extensive expertise and manual labor, our AI image generator streamlines this process, saving you time and enabling you to channel your energies more effectively into realizing your creative vision.

Versatility stands as one of starryai's most compelling features. Our suite of AI Art Generators and AI Image Generators can effortlessly transform text into a rich spectrum of designs, spanning from captivating logos, web layouts, and posters to intricately detailed artistic masterpieces. Whether you're a business owner seeking to elevate your brand or an individual embarking on a creative odyssey, starryai unlocks boundless creative horizons.

starryai transcends mere initial design generation. We provide real-time, interactive design refinement capabilities that empower you to fine-tune and customize your generated images or craft unique art styles. Whether your preference leans toward realism or whimsical artistry, our detailed prompts grant you an unparalleled level of customization in AI-generated images, setting us apart from the competition.

When it comes to generating designs, starryai is all about granting you the freedom to create. While the free version offers a generous array of options for image creation, a pro account unlocks an even wider spectrum of possibilities, perfectly tailored to meet your business or personal creative aspirations.

Simplicity lies at the heart of starryai. Our user-friendly interface is thoughtfully designed to ensure that even individuals new to the realm of artificial intelligence, AI image generation, and AI art creation can navigate and utilize it with ease. Moreover, our supportive community stands ever-ready to assist you, providing tips, inspiration, troubleshooting advice, and access to other image generators to help you achieve the finest AI-generated images possible.

Without a doubt, starryai offers collaborative features that enable you to effortlessly share your images and design projects with team members, clients, or even our vibrant Discord community. Whether you're in the process of brainstorming fresh concepts or incorporating new images and seeking valuable feedback, our application streamlines the sharing process, making it the ultimate tool for fostering collective creativity and professional use.

An AI design and image generator app like starryai harnesses advanced artificial intelligence technology to convert text prompts and generate images into various visual designs. Unlike traditional design tools that often require extensive knowledge and manual effort, our AI image generator simplifies this process, less time consuming and allowing you to focus more on your dream creative vision.

"Innovation is a paramount commitment for us, and we are steadfast in our pursuit of maintaining a leading position in the realm of AI image generation and AI art creation. starryai undergoes frequent updates, integrating fresh features, embracing contemporary design trends, and implementing enhancements to provide our users with an ever-evolving, state-of-the-art image and design experience.

starryai provides pro plans thoughtfully tailored to meet a diverse range of requirements. These plans deliver a host of advantages, including high-resolution image downloads, priority customer support, and exclusive access to emerging image features and design styles. Some of the prominent benefits of a pro account encompass 200 image generations per month, a generous 50% discount on credit packs, unrestricted 4x upscaling, unlocked aspect ratios, streamlined bulk creation, and an ad-free user experience."

Not only do we offer the option to purchase credits, but we also provide 5 complimentary credits each day at 5 am Pacific Standard Time (PST). These credit packs can be conveniently acquired within the app, unlocking premium features, enabling the generation of high-quality images, and offering additional customization options for AI-generated images. The process of purchasing credits is straightforward and user-friendly, accessible directly within the app.

Ensuring data security ranks as our foremost concern. Be at ease knowing that all prompts and images generated on starryai are safeguarded using cutting-edge encryption technologies. We adhere strictly to privacy regulations to fortify the protection of your valuable creative intellectual property

While AI logo maker tools are plentiful, starryai distinguishes itself through its harmonious fusion of cutting-edge technology, user-friendliness, and adaptability. A pivotal element of a thriving brand lies in maintaining a cohesive brand identity, characterized by fonts and graphics that seamlessly align with your products. Through AI-generated art from starryai, you can effortlessly craft a professional logo for your business that perfectly embodies your brand's distinct style. starryai transcends the realm of a mere design tool; it evolves into a comprehensive creative companion.

"Stable Diffusion" is a training technique used in GANs and generative models to improve the quality and diversity of generated data by gradually increasing noise levels during training, striking a balance between stability and creativity in the generated outputs.

It's open to all users! By becoming a part of it, you'll have the chance to engage with fellow creative enthusiasts, discover inspiration for your projects, and uncover valuable tips and tricks for maximizing the potential of our AI art generator. ‍ Join our Discord today to connect with a vibrant community of users and find the inspiration you need to turn your next dream project into a reality."

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Ai in assignment design.

Using generative artificial intelligence (AI) can be both productive and limiting—it can help students to create and revise content, yet it also has the potential to undermine the process by which students create. When incorporated effectively into assignments, generative AI can be leveraged to stimulate students' ability to apply essential knowledge and develop critical thinking skills. 

As you explore the possible uses of generative AI in your course, note that establishing a general familiarity with generative AI and being mindful of accessibility and ethical concerns will be helpful. 

The following process may help you determine how to best incorporate generative AI into your course assignments.

Affirm What You Actually Want to Assess

As you decide how you might incorporate AI into your course, it’s important to revisit your current course assessment plan, most importantly your course learning outcomes —that is, the skills and knowledge you want students to learn and demonstrate by the end of your course. Once you have a clear idea of the specific skills/knowledge you want to assess, the following questions can help determine whether or not your current assignments are effective and assessing what you want them to assess:

• Does my assignment call for the same type of thinking skills that are articulated in my class outcomes? For example, if my course learning outcome calls for students to analyze major themes in a work, is there risk of my final assignment prompting students to do more (e.g., synthesize multiple themes across multiple works) or to do less (e.g., merely identify a theme) than this outcome? If so, there may be a misalignment that can easily be addressed.
• Does my assignment call for the same type of thinking skills that students have actually practiced in class? For example, if I am asking students to generate a research prospectus, have I given them adequate opportunity to develop—and receive feedback on—this skill in class?
• Depending on your discipline, is there a need for an additional course outcome that honors what students now need to know about the use of generative AI in your course/field?

Explore When & How Generative AI Can Facilitate Student Learning

Once you have affirmed your learning outcomes and ensured that your assignments are properly aligned with those outcomes, think about if, when, and how it might make sense to incorporate generative AI. Is there a way to leverage generative AI to engage students in deeper learning, provide meaningful practice, or help scaffold your assignments?

Consider the usefulness of generative AI to serve as:

• Have students analyze AI-generated texts to articulate what constitutes “good” (and not so good) responses to prompts.
• Have students analyze AI-generated texts and engage in error analysis to develop more nuanced and discipline-specific writing skills.
• Leverage the use of generative AI platforms to help students become more discerning. This can help students develop the critical thinking and information literacy skills required to effectively and responsibly use such platforms.
• Have students revise AI-generated texts to develop critical thinking skills.
• Have students engage with a generative AI platform as a tutor. 
• Facilitate students’ responsible, self-guided use of generative AI to develop select discipline specific skills (e.g., coding in computer science courses)
• Have students use generative AI to off-load repetitive tasks.
• Have students use generative AI to conduct preliminary analysis of data sets to confirm broad takeaways and affirm that their more nuanced analysis is heading in the right direction.

Identify When Generative AI Cannot Facilitate Student Learning

It is often the case that students cannot—or should not—leverage generative AI to promote or demonstrate their own learning. To help ensure that your assignment design highlights students’ unique perspectives and underscores the importance of a (non-generative AI informed) discipline-specific process, consider how to emphasize metacognition, authentic application, thematic connection, or personal reflection.  

Even if another part of an assignment calls for the use of generative AI, the following strategies may supplement the uses of AI highlighted above and foster deep and meaningful learning:

• Have students identify the successes and challenges they experienced throughout the completion of a project.
• Have students set incremental goals throughout a project, highlighting next steps of a discipline-specific process, resources they used, and the steps about which they are enthusiastic/nervous.
• Have students self-assess their work, identifying strengths and weaknesses of their product/effort.
• Have students engage in problem-based learning projects, ideally in authentic settings (e.g., problems that focus on our local community, real-world challenges, real-world industries, etc.).
• Have students present projects (and engage with) authentic audiences (e.g., real stakeholders, discipline-specific research partners, native-speaking language partners, etc.)
• Have students connect select reading(s) to course experiences (e.g., labs, field experiences, class discussions). 
• Leverage Canvas-based tools that promote student-to-student interactions (e.g., Hypothesis for social annotation or FeedbackFruits for peer review and feedback).
• Have students provide a reflective rationale for choices made throughout the completion of a class project (e.g., an artist statement, response to a reflection prompt about personal relevance of source selections)
• Have students connect course experiences/motivations to their own lived experiences.

Create Transparent Assignment Materials

Once you have thought about whether or not generative AI can be effectively incorporated into your assignments, it is important to create assignment materials that are transparent (Winkelmes, et al., 2019). Specifically, this means creating ways to communicate to students the task you are are requiring, along with its purpose and evaluative criteria:

• Task. Students will benefit from having a clear and accessible set of directions for the project or assignment you are asking them to complete. 
• Purpose. Students are often more motivated when they understand why a particular task is worth doing and what specific knowledge or skills they will develop by completing the assigned task.
• Evaluative Criteria. Students benefit from having a clear sense of how their work will be evaluated and a full understanding of what good work looks like.

Communicate Your Expectations for Generative AI Use 

Regardless of the extent to which you incorporate the use of generative AI into your assignment design, it is essential to communicate your expectations to students. Sharing clear directions for assignments, communicating how students can be successful in your class, and promoting academic integrity serves both you and your students well. 

Example Assignment Policy Language for Generative AI Use

The following language on the use of generative AI may be helpful as you create directions for specific assignments. Please note that the following sample language does not reflect general, course-level perspectives on the use of generative AI tools. For sample course-level statements, see AI & Academic Integrity .

Prohibiting AI Use for a Specific Assignment

Allowing the use of generative ai for a specific assignment with attribution.

For full details on how to properly cite AI-generated work, please see the APA Style article, How to Cite ChatGPT . "

Encouraging the Use of Generative AI for a Specific Assignment with Attribution

For full details on how to properly cite AI- generated work, please see the APA Style article, How to Cite ChatGPT ."

Confer with Colleagues

There is almost always a benefit to discussing an assessment plan with colleagues, either within or beyond your department. Remember, too, that CTI offers consultations on any topic related to teaching and learning, and we are delighted to collaboratively review your course assessment plan. Visit our Consultations page to learn more, or contact us to set up a consultation.

2023 EducaUse Horizon Report | Teaching and Learning Edition. (2023, May 8). EDUCAUSE Library. https://library.educause.edu/resources/2023/5/2023-educause-horizon-report-teaching-and-learning-edition

Antoniak, M. (2023, June 22). Using large language models with care - AI2 blog. Medium. https://blog.allenai.org/using-large-language-models-with-care-eeb17b0aed27

Dinnar, S. M., Dede, C., Johnson, E., Straub, C. and Korjus, K. (2021), Artificial Intelligence and Technology in Teaching Negotiation. Negotiation Journal, 37: 65-82. https://doi.org/10.1111/nejo.12351

Jensen, T., Dede, C., Tsiwah, F., & Thompson, K. (2023, July 27). Who Does the Thinking: The Role of Generative AI in Higher Education. YouTube. International Association of Universities. Retrieved July 27, 2023.

OpenAI. (2023, February 16.). How should AI systems behave, and who should decide? https://openai.com/blog/how-should-ai-systems-behave

Winkelmes, M. A., Boye, A., & Tapp, S. (2019). Transparent design in higher education 

teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Sterling, VA: Stylus Publishing .

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AI Teaching Strategies: Transparent Assignment Design

The rise of generative artificial intelligence (AI) tools like ChatGPT, Google Bard, and Jasper Chat raises many questions about the ways we teach and the ways students learn. While some of these questions concern how we can use AI to accomplish learning goals and whether or not that is advisable, others relate to how we can facilitate critical analysis of AI itself. 

The wide variety of questions about AI and the rapidly changing landscape of available tools can make it hard for educators to know where to start when designing an assignment. When confronted with new technologies—and the new teaching challenges they present—we can often turn to existing evidence-based practices for the guidance we seek.

This guide will apply the Transparency in Learning and Teaching (TILT) framework to "un-complicate" planning an assignment that uses AI, providing guiding questions for you to consider along the way. 

The result should be an assignment that supports you and your students to approach the use of AI in a more thoughtful, productive, and ethical manner.    

Plan your assignment.

The TILT framework offers a straightforward approach to assignment design that has been shown to improve academic confidence and success, sense of belonging, and metacognitive awareness by making the learning process clear to students (Winkelmes et al., 2016). The TILT process centers around deciding—and then communicating—three key components of your assignment: 1) purpose, 2) tasks, and 3) criteria for success. 

Step 1: Define your purpose.

To make effective use of any new technology, it is important to reflect on our reasons for incorporating it into our courses. In the first step of TILT, we think about what we want students to gain from an assignment and how we will communicate that purpose to students.

The  SAMR model , a useful tool for thinking about educational technology use in our courses, lays out four tiers of technology integration. The tiers, roughly in order of their sophistication and transformative power, are S ubstitution, A ugmentation, M odification, and R edefinition. Each tier may suggest different approaches to consider when integrating AI into teaching and learning activities. 

Questions to consider:

• Do you intend to use AI as a substitution, augmentation, modification, or redefinition of an existing teaching practice or educational technology?
• What are your learning goals and expected learning outcomes?
• Do you want students to understand the limitations of AI or to experience its applications in the field? 
• Do you want students to reflect on the ethical implications of AI use?  

Bloom’s Taxonomy is another useful tool for defining your assignment’s purpose and your learning goals and outcomes. 

This downloadable Bloom’s Taxonomy Revisited resource , created by Oregon State University, highlights the differences between AI capabilities and distinctive human skills at each Bloom's level, indicating the types of assignments you should review or change in light of AI. Bloom's Taxonomy Revisited is licensed under Creative Commons Attribution 4.0 International (CC BY 4.0).  

Access a transcript of the graphic .

Step 2: Define the tasks involved.

In the next step of TILT, you list the steps students will take when completing the assignment. In what order should they do specific tasks, what do they need to be aware of to perform each task well, and what mistakes should they avoid? Outlining each step is especially important if you’re asking students to use generative AI in a limited manner. For example, if you want them to begin with generative AI but then revise, refine, or expand upon its output, make clear which steps should involve their own thinking and work as opposed to AI’s thinking and work.

• Are you designing this assignment as a single, one-time task or as a longitudinal task that builds over time or across curricular and co-curricular contexts?  For longitudinal tasks consider the experiential learning cycle (Kolb, 1984) . In Kolb’s cycle, learners have a concrete experience followed by reflective observation, abstract conceptualization, and active experimentation. For example, students could record their generative AI prompts, the results, a reflection on the results, and the next prompt they used to get improved output. In subsequent tasks students could expand upon or revise the AI output into a final product. Requiring students to provide a record of their reflections, prompts, and results can create an “AI audit trail,” making the task and learning more transparent.
• What resources and tools are permitted or required for students to complete the tasks involved with the assignment? Make clear which steps should involve their own thinking (versus AI-generated output, for example), required course materials, and if references are required. Include any ancillary resources students will need to accomplish tasks, such as guidelines on how to cite AI , in APA 7.0 for example.
• How will you offer students flexibility and choice? As of this time, most generative AI tools have not been approved for use by Ohio State, meaning they have not been  vetted for security, privacy, or accessibility issues . It is known that many platforms are not compatible with screen readers, and there are outstanding questions as to what these tools do with user data. Students may have understandable apprehensions about using these tools or encounter barriers to doing so successfully. So while there may be value in giving students first-hand experience with using AI, it’s important to give them the choice to opt out. As you outline your assignment tasks, plan how to provide alternative options to complete them. Could you provide AI output you’ve generated for students to work with, demonstrate use of the tool during class, or allow use of another tool that enables students to meet the same learning outcomes.

Microsoft Copilot is currently the only generative AI tool that has been vetted and approved for use at Ohio State. As of February 2024, the Office of Technology and Digital Innovation (OTDI) has enabled it for use by students, faculty, and staff. Copilot is an AI chatbot that draws from public online data, but with additional security measures in place. For example, conversations within the tool aren’t stored. Learn more and stay tuned for further information about Copilot in the classroom.

• What are your expectations for academic integrity? This is a helpful step for clarifying your academic integrity guidelines for this assignment, around AI use specifically as well as for other resources and tools. The standard Academic Integrity Icons in the table below can help you call out what is permissible and what is prohibited. If any steps for completing the assignment require (or expressly prohibit) AI tools, be as clear as possible in highlighting which ones, as well as why and how AI use is (or is not) permitted.

Promoting academic integrity

While inappropriate use of AI may constitute academic misconduct, it can be muddy for students to parse out what is permitted or prohibited across their courses and across various use cases. Fortunately, there are existing approaches to supporting academic integrity that apply to AI as well as to any other tool. Discuss academic integrity openly with students, early in the term and before each assignment. Purposefully design your assignments to promote integrity by using real-world formats and audiences, grading the process as well as the product, incorporating personal reflection tasks, and more. 

Learn about taking a proactive, rather than punitive, approach to academic integrity in A Positive Approach to Academic Integrity.

Step 3: Define criteria for success.

An important feature of transparent assignments is that they make clear to students how their work will be evaluated. During this TILT step, you will define criteria for a successful submission—consider creating a  rubric to clarify these expectations for students and simplify your grading process. If you intend to use AI as a substitute or augmentation for another technology, you might be able to use an existing rubric with little or no change. However, if AI use is modifying or redefining the assignment tasks, a new grading rubric will likely be needed. 

• How will you grade this assignment? What key criteria will you assess? 
• What indicators will show each criterion has been met? 
• What qualities distinguish a successful submission from one that needs improvement? 
• Will you grade students on the product only or on aspects of the process as well? For example, if you have included a reflection task as part of the assignment, you might include that as a component of the final grade.

Alongside your rubric, it is helpful to prepare examples of successful (and even unsuccessful) submissions to provide more tangible guidance to students. In addition to samples of the final product, you could share examples of effective AI prompts, reflections tasks, and AI citations. Examples may be drawn from previous student work or models that you have mocked up, and they can be annotated to highlight notable elements related to assignment criteria. 

Present and discuss your assignment.

As clear as we strive to be in our assignment planning and prompts, there may be gaps or confusing elements we have overlooked. Explicitly going over your assignment instructions—including the purpose, key tasks, and criteria—will ensure students are equipped with the background and knowledge they need to perform well. These discussions also offer space for students to ask questions and air unanticipated concerns, which is particularly important given the potential hesitance some may have around using AI tools. 

• How will this assignment help students learn key course content, contribute to the development of important skills such as critical thinking, or support them to meet your learning goals and outcomes? 
• How might students apply the knowledge and skills acquired in their future coursework or careers? 
• In what ways will the assignment further students’ understanding and experience around generative AI tools, and why does that matter?
• What questions or barriers do you anticipate students might encounter when using AI for this assignment?

As noted above, many students are unaware of the accessibility, security, privacy, and copyright concerns associated with AI, or of other pitfalls they might encounter working with AI tools. Openly discussing AI’s limitations and the inaccuracies and biases it can create and replicate will support students to anticipate barriers to success on the assignment, increase their digital literacy, and make them more informed and discerning users of technology. 

Explore available resources It can feel daunting to know where to look for AI-related assignment ideas, or who to consult if you have questions. Though generative AI is still on the rise, a growing number of useful resources are being developed across the teaching and learning community. Consult our other Teaching Topics, including AI Considerations for Teaching and Learning , and explore other recommended resources such as the Learning with AI Toolkit and Exploring AI Pedagogy: A Community Collection of Teaching Reflections.

If you need further support to review or develop assignment or course plans in light of AI, visit our Help forms to request a teaching consultation .

Using the Transparent Assignment Template

Sample assignment: ai-generated lesson plan.

In many respects, the rise of generative AI has reinforced existing best practices for assignment design—craft a clear and detailed assignment prompt, articulate academic integrity expectations, increase engagement and motivation through authentic and inclusive assessments. But AI has also encouraged us to think differently about how we approach the tasks we ask students to undertake, and how we can better support them through that process. While it can feel daunting to re-envision or reformat our assignments, AI presents us with opportunities to cultivate the types of learning and growth we value, to help students see that value, and to grow their critical thinking and digital literacy skills. 

Using the Transparency in Learning and Teaching (TILT) framework to plan assignments that involve generative AI can help you clarify expectations for students and take a more intentional, productive, and ethical approach to AI use in your course. 

• Step 1: Define your purpose. Think about what you want students to gain from this assignment. What are your learning goals and outcomes? Do you want students to understand the limitations of AI, see its applications in your field, or reflect on its ethical implications? The SAMR model and Bloom's Taxonomy are useful references when defining your purpose for using (or not using) AI on an assignment.
• Step 2: Define the tasks involved. L ist the steps students will take to complete the assignment. What resources and tools will they need? How will students reflect upon their learning as they proceed through each task?  What are your expectations for academic integrity?
• Step 3: Define criteria for success. Make clear to students your expectations for success on the assignment. Create a  rubric to call out key criteria and simplify your grading process. Will you grade the product only, or parts of the process as well? What qualities indicate an effective submission? Consider sharing tangible models or examples of assignment submissions.

Finally, it is time to make your assignment guidelines and expectations transparent to students. Walk through the instructions explicitly—including the purpose, key tasks, and criteria—to ensure they are prepared to perform well.

• Checklist for Designing Transparent Assignments
• TILT Higher Ed Information and Resources

Winkelmes, M. (2013). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education 99 (2).

Wilkelmes, M. (2013). Transparent Assignment Design Template for Teachers. TiLT Higher Ed: Transparency in Learning and Teaching. https://tilthighered.com/assets/pdffiles/Transparent%20Assignment%20Templates.pdf

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review.

Related Teaching Topics

Ai considerations for teaching and learning, ai teaching strategies: having conversations with students, designing assessments of student learning, search for resources.

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Free Front Page Design

Free Front Page Designs For Assignments And Projects [Download MS Word Templates]

A good front  page design  is important in a project because it makes a strong first impression. A well-designed cover page or front page can create a positive initial impression on the reader and set the tone for the rest of the project. It Conveys professionalism. A professional looking cover page demonstrates to the reader that the project has been completed with care and attention to detail.

The cover page should clearly communicate the title, author(s), and date of the project, as well as any other important information that the reader needs to know.

A well-designed cover page should reflect the content and tone of the project, helping to build a connection between the reader and the project’s contents.

In short, the cover page is a crucial component of a project and can have a significant impact on how the project is perceived and received by the reader.

Front Page Design Template Samples

Benefits of using a good front page design on your project

• Establish a visual identity: A consistent and recognizable design on the cover page can help to establish a visual identity for the project and make it easier for the reader to identify it in the future.
• Differentiate the project: A unique and eye-catching cover page design can help to distinguish the project from others and make it stand out.
• Create a sense of unity: A well-designed cover page can provide a sense of unity to the entire project and reinforce the idea that all of the elements of the project are part of a cohesive whole.
• Provide context: The cover page design can provide context and information about the purpose, audience, and goals of the project, helping the reader to better understand and engage with the content.
• Improving organization: A well-designed cover page can help to organize the contents of the project and make it easier for the reader to navigate.
• Facilitating access: A clear and well-designed cover page can make it easier for the reader to access the contents of the project, and quickly find the information they are looking for.
• Enhancing accessibility: For projects that are shared electronically, a well-designed cover page can enhance accessibility for users with disabilities, such as those using screen readers.

Overall, a good cover page design is not just a cosmetic detail, but an important aspect of the project that can influence the reader’s perception and understanding of the content.

A well-designed front page can set the tone for the entire project and make it stand out from the rest. In this blog, we’ll take a look at some sample front page designs, best practices and tips to help you create a stunning front page design for your next project.

Front Page Designs Of Assignment

Front page designs for assignments [free ms word template download].

Creative Front Page Design For Assignment [Free MS Word Template Download]

MORE ASSIGNMENT TEMPLATES

Tips for Stunning Front Page Design Of Assignment

While it’s important to keep the front page design simple, that doesn’t mean it can’t be creative. You can still add a touch of personality to your design while making sure it’s organized and professional.

Here are a few ideas to get you started:

• Use a unique font or color scheme
• Incorporate illustrations or graphics related to your project topic
• Experiment with different layout options

Science Project Front Page Design [Free MS Word Template Download]

When it comes to designing the front page for a science project, the design should reflect the topic and make the project stand out. You can include images or graphics related to the topic, and use a font that is easy to read.

Front Page Design For Physics Project

Front Page Design For Chemistry Project

Front Page Design Tips For Chemistry Project

To design a cover page for a Chemistry project, you could try the following design concept:

• Use a light blue or green gradient to represent the chemical elements in a test tube.
• Use a bold sans-serif font, such as Arial or Verdana, to write the title of the project in white or yellow. Make the title the focal point of the page.
• Use a smaller sans-serif font, also in white or yellow, to write a brief description of the project, such as “An investigation into the properties of chemical reactions.”
• Use a smaller sans-serif font in black to write your name, class, and date of submission, positioned in the bottom right or left corner of the page.
• Add the logo of your school or university in the top right or left corner of the page.
• Include a relevant image or illustration of a chemical reaction, periodic table, or other scientific concept to reinforce the subject of Chemistry.
• Consider adding a simple white border around the entire page to give it structure and definition.
• This design concept incorporates elements of the subject of Chemistry, while also keeping it simple, clean, and professional.

Front Page Design For Biology Project

Front Page Design Tips For Biology Project

For a biology project cover page, you can consider incorporating the following elements:

• Title: A descriptive and concise title that accurately reflects the content of the project.
• Author(s): The name(s) of the person(s) who completed the project, usually in a prominent position on the page.
• Date: The date the project was completed, which is typically included in the header or footer of the page.
• School or organization: The name of the school, institution, or organization that the project was completed for, if applicable.
• Relevant images or graphics: Images or graphics related to the biology topic being studied, such as diagrams, charts, or photos of specimens.
• Project description: A brief summary or description of the project, including the purpose, methodology, and key findings.
• Aesthetics: A clean and professional design with a color palette that reflects the biology topic being studied. For example, green and blue might be appropriate for an aquatic biology project, while warm oranges and yellows might be appropriate for a botany project.

It’s important to note that the specific requirements for a biology project cover page can vary based on the guidelines provided by the teacher or institution. However, these elements can serve as a starting point for creating a visually appealing and effective design for a biology project cover page.

Border Front Page Design For Project [Free MS Word Template Download]

Adding a border to your front page design can help make it look more polished and professional. You can choose a border that reflects the topic of your project, or use a simple border in a neutral color.

Front Page Design For English Project [Free MS Word Template Download]

Front Page Design Tips For English Project

To design a cover page for an English project, you can consider the following steps:

• Choose a theme that aligns with the project topic and make it visually appealing.
• Add a title that clearly represents the project, it should be big and legible.
• Add your name, class, and date in a clear and concise manner.
• If required, include the name of your instructor and school/university.
• Add any relevant graphics, images, or logos that reinforce the theme of your project.
• Make sure to use a font that is easy to read and aesthetically pleasing.
• Consider adding a border or design element that ties everything together.

Note: The design should be professional and align with any guidelines provided by the instructor.

School Project Front Page Design

Floral Front Page Design For School Project

Whether or not it’s a good idea to use a floral front page design for a school project depends on the context of the project and the guidelines provided by the teacher or instructor. If the project is related to a subject such as art, design, or gardening, then a floral design may be appropriate. However, if the project is focused on a more technical or scientific subject, a more straightforward design may be more suitable. It’s important to consider the purpose and audience of the project and to ensure that the design effectively communicates the information you want to convey.

Cute Front Page Design For Project

Simple Front Page Designs For Project

Front Page Designs For Math Project

Front Page Designs For Music Project

Handmade Front Page Design For Project

Tips to make your handmade front page designs more appealing  .

A handmade cover page design can add a personal touch to your assignment and make it stand out. Here are some elements you could consider incorporating into your design:

• Hand-drawn illustrations or graphics: Use hand-drawn illustrations or graphics that are relevant to the subject matter of the assignment.
• Handwritten typography: Incorporate hand-written typography into your design to add a personal touch. Consider using a calligraphy pen or brush to create unique, hand-lettered text.
• Collage: Create a collage using different materials, such as paper, fabric, or photographs, to create a unique and visually interesting cover page design.
• Watercolor: Use watercolor to create a painted cover page design. Consider using colors that are consistent with the subject matter of the assignment.

By incorporating these elements, you can create a handmade cover page design that is both personal and professional. Keep in mind that a handmade design may take longer to create than a digital design, so be sure to allow enough time to complete it.

What are the best tools to create a beautiful Front Page Design for a project ?

There are many tools you can use to create a beautiful front page design for a project, including:

Here’s How You Can Create a Beautiful Front Page Design in MS Word:

• Choose a page size and orientation that suits your design. Go to Page Layout > Page Setup.
• Select a theme or color scheme. Go to Design > Colors.
• Add a header or footer for branding. Go to Insert > Header & Footer.
• Insert a title text box and customize its font, size, and color. Go to Insert > Text Box.
• Add an image to the background. Go to Insert > Picture.
• Add other design elements such as shapes, lines, or text boxes to create visual interest. Go to Insert > Shapes.
• Align and arrange elements as desired. Go to Home > Align.
• Apply styles to text, such as bold or italic, to make the page look more polished. Go to Home > Styles.
• Preview the page to check its appearance. Go to View > Print Layout.
• Save the document as a template to use as a starting point for future projects. Go to File > Save As > Word Template.

A good looking front page design for a school or assignment project or a science project is important because it reflects the attention and effort put into the project, and can impact the grade or evaluation received. A well-designed front page can also effectively convey the topic and purpose of the project, making it easier for the teacher or evaluator to understand and appreciate the content. A visually appealing and organized design can also make the project stand out, showing initiative and creativity, and can help the student effectively communicate their ideas and findings. In science projects, a clear and effective front page design can also help emphasize the significance and potential impact of the research. Ultimately, a good looking front page design can enhance the overall presentation and impact of the project.

What is the downloaded file format?

.doc (MS Word file extension)

How to edit the downloaded template?

Open it in MS Word and make changes according to your need.

What is the size of the template?

It is A4 size template.

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• Assignment Design: Is AI In or Out?

Generative AI

• Rachel Hoke

This page provides examples for designing AI out of or into your assignments. These ideas are intended to provide a starting point as you consider how assignment design can limit or encourage certain uses of AI to help students learn. CETLI is available to consult with you about ways you might design AI out of or into your assignments.

Considerations for Crafting Assignments

• Connect to your goals. Assignments support the learning goals of your course, and decisions about how students may or may not use AI should be based on these goals.
• Designing ‘in’ doesn’t mean ‘all in’. Incorporating certain uses of AI into an assignment doesn’t mean you have to allow all uses, especially those that would interfere with learning.
• Communicate to students . Think about how you will explain the assignment’s purpose and benefits to your students, including the rationale for your guidelines on AI use.

Design Out: Limit AI Use

Very few assignments are truly AI-proof, but some designs are more resistant to student AI use than others. Along with designing assignments in ways that deter the use of AI, inform students about your course AI policies regarding what is and is not acceptable as well as the potential consequences for violating these terms.

Assignments that ask students to refer to something highly specific to your course or not easily searchable online will make it difficult for AI to generate a response. Examples include asking students to:

• Summarize, discuss, question, or otherwise respond to content from an in-class activity, a specific part of your lecture, or a classmate’s discussion comments.
• Relate course content to issues that have local context or personal relevance. The more recent and specific the topic, the more poorly AI will perform.
• Respond to visual or multimedia material as part of their assignment. AI has difficulty processing non-text information.

Find opportunities for students to present, discuss their work, and respond to questions from others. To field questions live requires students to demonstrate their understanding of the topic, and the skill of talking succinctly about one’s work and research is valuable for students in many disciplines. You might ask students to:

• Create an “elevator pitch” for a research idea and submit it as a short video, then watch and respond to peers’ ideas.
• Give an in-class presentation with Q&A that supplements submitted written work. 
• Meet with you or your TA to discuss their ideas and receive constructive feedback before or after completing the assignment.

This strategy allows students to show how they have thought about the work that they’ve done and places value on their awareness of their learning. For instance, students might:

• Briefly write about a source or approach they considered but decided not to use and why.
• Discuss a personal connection they made to the learning material.
• Submit a reflection on how the knowledge or skills gained from the assignment apply to their professional practice.

Consider asking students to show the stages of their work or submit assignments in phases, so you can review the development of their ideas or work over time. Explaining the value of the thinking students will do in taking on the work themselves can help deter students’ dependence on AI. Additionally, this strategy helps keep students on track so they do not fall behind and feel pressure to use AI inappropriately. For materials handed in with the final product, it can give you a way to refer back to their process. You may ask students to:

• Submit an outline, list of sources, discussion of a single piece of data, explanation of their approach, or first draft before the final product. 
• Meet briefly with an instructor to discuss their approach or work in progress.
• Submit the notes they have taken on sources to prepare their paper, presentation, or project.

Prior to beginning an exam or submitting an assignment, you may ask students to confirm that they have followed the policies regarding academic integrity and AI. This can be particularly helpful for an assignment with different AI guidelines than others in your course. You might:

• Ask students to affirm a statement that all submitted work is their own.
• Ask students to confirm their understanding of your generative AI policy at the start of the assignment.

If you decide to limit student’s use of AI in their work:  

• Communicate the policy early, often and in a variety of ways.   
• Be Transparent. Clearly explain the reasoning behind your decision to limit or exclude the use of AI in the assignment, focusing on how the assignment relates to the course’s learning objectives and how the use of AI limits the intended learning outcomes.  

Design In: Encourage AI Use

You may find that assignments that draw upon generative AI can help your students develop the thinking and skills that are valuable in your field. Careful planning is important to ensure that the designed use of AI furthers your objectives and benefits students. Become familiar with the tasks that AI does and does not do well, and explore how careful prompting can influence its output. These examples represent only a small fraction of potential uses and aim to provide a starting point for considering assignments you might adapt for your courses.

Consider using AI tools to generate original content for students to analyze. You might ask students to:

• Compare multiple versions of an AI-generated approach to problem-solving based on the same task.
• Analyze case studies generated by AI.
• Determine and implement strategies for fact-checking AI-generated assertions to examine the value of information sources.

Generative AI may support students as they take on more advanced thinking by offering help and feedback in real time. For instance, students can:

• Input a provided prompt that guides AI to act as a tutor on an assignment. Prompts can lead the AI tutor to review material, answer questions, and help students use problem-solving strategies to find a solution.
• Ask AI to support the writing process by having it review an essay and provide feedback with explicit instructions to help identify weaknesses in an argument. Consider asking students to turn in the transcript of their discussion with the AI as part of the assignment.
• Use AI for coaching (guidance) through complex tasks like helping students without coding skills create code to analyze materials when the learning goal is data analysis rather than coding.

To support students in learning how to test their ideas, to understand what is arguable, or to practice voicing ideas with feedback, generative AI can be prompted to participate in a conversation. You might ask students to:

• Instruct AI to respond as someone unfamiliar with the course material and engage in a dialogue explaining a concept to the AI.
• Find common ground in a discussion of a controversial issue by asking AI to take a counterposition in the debate. The student could question the AI’s contradictions or identify oversimplifications while focusing on defining their own position.
• Engage with AI as it role-plays a persona like a stakeholder in a case study or a patient in a clinical conversation.

Students can engage with AI as a thought partner at the start or end stages of a project, without allowing AI to do everything. The parts of the task AI does and the parts students should do will depend on the type of learning you want them to accomplish. You might ask students to:

• Use AI to draft an initial hypothesis. Then, the student gathers, synthesizes, and cites evidence that supports or refutes the argument. Finally, the student submits the original AI output along with their finished product.
• Brainstorm with AI, using the tool to generate many possible positions or projects. Students decide which one to pursue and why.
• Develop an initial draft of code on their own, ask AI for assistance to revise or debug, and evaluate the effectiveness of AI in improving the final product.

The specific prompts a user gives to an AI tool strongly determine the quality of its output. Learning to write effective prompts can help students use AI to its fullest potential. Students might:

• Prompt AI to generate responses on a topic the student knows a lot about and evaluate how different prompt characteristics impact the quality and accuracy of AI responses.
• Research applications of prompt engineering that are emerging in their field or discipline.
• Create custom instructions for AI to help with a specific, challenging task. Share their results with peers and evaluate the effectiveness of each others’ results.

If you allow students to utilize AI in their work:

• Make it clear that students are responsible for any inaccuracies in content or citations generated by AI, and that they should own whatever positions they take in submissions.
• Set and communicate clear expectations for when and how AI contributions must be acknowledged or cited.
• Consider barriers that prevent equitable access to high-quality AI tools . S tudents may also have varying levels of AI knowledge and experience us ing the tools. CETLI can assist you in developing an inclusive plan to ensure students can complete the assignment.  

If students may use AI with proper attribution, APA , MLA , and Chicago styles each offer recommendations for how to cite AI-generated contributions.

Harvard’s metaLAB AI Pedagogy Project provides additional sample assignments designed to incorporate AI, which are free to use, share, or adapt with appropriate attribution.

CETLI Can Help

CETLI staff are available to discuss ideas or concerns related to generative AI and your teaching, and we can work with your program or department to facilitate conversations about this technology. Contact CETLI to learn more .

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Assignment and Assessment Design Using Generative AI

Below are strategies based on faculty experiences and current research, to address the use of AI in assessments and assignments. They include approaches for mitigating AI use, as well as ways to leverage generative AI in assessment design. These strategies aim to promote fair, authentic, and inclusive assessment practices, in which students’ knowledge and skills can be accurately assessed.

When considering revising assessments based on the availability of AI tools, it’s important to align the assessment with your learning objectives: what is the assessment activity measuring, and does this fit with the learning outcomes for the course? When deciding between various assessment options, consider whether students have achieved the learning goals of the course.

Designing assignments to mitigate the use of AI generative tools

Some instructors may wish to design assessments that can help mitigate use of generative AI, to promote fairness and help ensure assessments reflect students’ own knowledge and skills. Some  assessment strategies that are designed to promote academic integrity  more broadly may also be effective for helping to reduce students’ ability to use generative AI on assignments.

Incorporate in-class assignments

One approach to mitigating the use of ChatGPT in assignment and assessment design is to incorporate more in-class or otherwise synchronous assignments, either written or oral, or change your current grade weighting to emphasize these ( Weissman 2023 ). For example, in-class essays could work in larger classes, and in a small class one might meet with students to discuss texts written on their own time. In-class assessments may bring with them the need for student accommodations. Read more about ways to think about accommodations for smaller in-class assessments.

Bring parts of assignments into the classroom

While completing all assignments in class may not be feasible, integrating specific elements of assignments can help you monitor student work more closely and reduce the use of ChatGPT and other generative AI tools. For instance, you can have students reflect on the development of an assignment or work collaboratively in groups to solve specific problems related to their assignments.

By incorporating these elements into classroom activities, you can ensure that students are developing their critical thinking and writing skills while promoting academic integrity. This approach may also allow you to offer feedback as students are developing their work, fostering a more engaging and collaborative learning environment.

UBC Example – Christina Hendricks: PHIL 102

In PHIL 102 (Introduction to Philosophy), Christina Hendricks has engaged students in peer feedback during class. Students could bring an outline of an essay to class and share these outlines in pairs or threes, reviewing them for a few minutes, and discussing feedback. For longer essay drafts, she has asked them to review drafts ahead of time and  provide feedback on a worksheet (DOCX)  based on a marking rubric. The worksheet can be filled out before class and students can then discuss the feedback during class. She has also used a version of the same worksheet for students to do a self-assessment of their own work, which can also happen during class.

In the same class, Dr. Hendricks has also designed a  discussion summary assignment  in which students sign up for a week to raise discussion questions about the texts and topics for the week, in a small group discussion. Students need to submit their questions as well as a summary of the group’s discussion, for a small portion of their course mark.

Students could also be asked to do presentations in class with Q&A, whether individually or in groups. Though they might use an AI text generator to develop part of what they present, they will still need to understand the material enough to effectively present it and answer questions from other students.

Using different assignment modes can help to support inclusive learning environments. Offering students a choice among modes can be helpful for supporting diverse learners, and adheres to  Universal Design for Learning  guidelines by providing multiple means for students to express their learning. This can also address the issue that such assessments, and platforms used for them, may not be equally accessible to all students.

Incorporate more disciplinary, situational, and individual-based questions

Another strategy that could be explored to address the issue of students using AI is by creating more personalized, contextualized, or  authentic assessments . For example, students could be asked to discuss their own individual experiences or views on course topics, or to provide a specifically disciplinary or course-informed response to real or fictional case studies. You could also design assessments that connect to specific points discussed in class, on discussion boards, and the like, or to other courses students may have taken before.

UBC Example – Sarika Bose: ENGL 364 (fully asynchronous, online course)

In ENGL 364 (Nineteenth Century Literature), Sarika Bose incorporates questions on the final exam that require students to respond to specific scholarly articles assigned for the class as well as responses in the online discussion forum.

Scaffolding Assignments

In her English 364 course on Victorian literature, Dr. Bose asks her class of 45 students to demonstrate their learning by writing a series of scaffolded assignments. Only the Term Paper assignment will be described here. Early in term (Week 4), they submit a Term Paper Proposal to the CANVAS assignment page. There are detailed instructions and they get detailed feedback from the instructor. The pedagogical purposes are to ensure students are learning in stages and also understanding how to organize their Term Paper work through the term in order to develop ideas in depth and without last-minute cramming. The final Term Paper must respond to the instructor’s feedback and also stay consistent with the general arguments that were initially proposed, though obviously, they are expected to evolve over the term as they are exposed to different readings. This line of tasks keeps students on track, and makes it harder perhaps to cheat.

About 3 weeks before the Term Paper itself is due (Week 13), students must submit a draft of their Term Paper, and engage in a peer-review workshop (with detailed worksheets that break down skills and content expectations), enabled by the CANVAS peer review function. It is to be completed approximately 2 weeks before the due date for the Term Paper. The pedagogical purposes are to ensure the Term Paper is well-advanced (though not perfect), and to allow students to get peer feedback regarding aspects like meeting the assignment requirements for research, careless errors, bibliographic accuracy, etc. Again, the many detailed requirements for the assignment, as well as the requirement to use some research articles from the course and some from outside, can help to defend against cheating.

In the final Term Paper, they must demonstrate they have taken on board some of the peer feedback, which is unique to them . They will also write a short reflection of what changes they made in response to that feedback and my feedback on their Proposal.

Their draft, peer feedback and Reflection will be checked as feedback and evaluation are written on their Term Paper.

The Final Exam has 2 parts: a short multiple-choice, live invigilated exam, and a longer take-home essay. For both parts, Dr. Bose will incorporate a requirement to respond to an idea pattern that was unique to this class’s weekly discussion forum, and design questions that incorporate requirements to respond to scholarly articles that were assigned for this course.

Example: She has found over the years that students who have been engaging in these discussions as required, have no problem picking out the prominent patterns, and no guesswork is involved. For example, one year, the drama class was talking about madness in Renaissance plays, another year my children’s literature class was talking about religion, etc. This term so far, the students are interested in misfits. Students also have to incorporate ideas from at least 1 research article I have assigned in the course.

ChatGPT is becoming known for making up citations and being slightly off-topic, but is quickly becoming more and more sophisticated. For example, colleagues have tested the function to see how it responds to requests to write papers on made-up theories. The first time, it’ll produce a perfectly plausible paper. The second time such a request is made, it’ll have learned, and will say there is no such theory. When citations are looked up, they either don’t exist or the page numbers are incorrect. Any information online may help ChatGPT; possibly more historical documents that are found physically in the library will need to figure more strongly in assignments.

Something Dr. Bose wants to tell students – who are so often talking about being allowed to have their voice and not being silenced – is that giving your voice and your intellectual activity over to A.I. is a willing surrender of your voice and your intellectual independence and knowledge.

As you can see from the above techniques, all of these strategies make a lot of extra, unpaid work for all instructors, but are a particularly large burden on the contract faculty who do most of the teaching.

Incorporating the use of an AI tool into assignments

Some faculty may wish to allow or promote the use of generative AI tools by students, to help them learn about such tools, understand their strengths and weaknesses, or to use them productively to improve critical thinking and writing skills. Similar to how researchers use other tools like NVIVO to code data and explain their methodology in research reports, students can use generative AI and explain its use as part of their method in writing assignments.

Please note the privacy and other ethical considerations discussed in this resource, if asking students to use such tools.

Have students analyze AI-generated text or other outputs

One way to include the use of generative AI in assignments, that may or may not involve students creating accounts and engaging with the tools themselves, is to guide students to critique responses provided by generative AI tools. For example, for written texts students could evaluate the accuracy and other strengths and weaknesses of the content created, identify gaps where more needs to be added, examine whether summaries appear to match the original texts, examine the credibility of cited sources, etc. It can be useful to provide a rubric to guide such review of AI outputs, to support students’ learning about how to improve their own writing.

Some faculty members are having their students analyze ChatGPT outputs, not just for written work, but for other outputs such as equations or chemical formulas. Despite the fact that the generative AI tools may provide incorrect information at times, this presents an opportunity for students to assess the AI’s answers and learn in the process.

Through active discussion with faculty members and fellow students, students can fine-tune their analytical and critical thinking skills using AI-generated responses. More importantly, such active discussion amongst faculty and students foster a scholarly learning environment in classrooms where students and faculty are communicating and developing ideas together.

Remember to check the PIA status of any tools you plan to incorporate. You can only require a tool in your course if it has been PIA approved. If you would like to use a non-PIA approved tool, this resource, FIPPA: Can I require GenAI in my course? , provides some guardrails to consider.

UBC Example – Anubhav Pratap-Singh: FNH 303

Anubhav Pratap-Singh, an assistant professor in land and food systems, has incorporated ChatGPT into FNH 303, Food Product Development. As part of the course, students ask ChatGPT to generate formulations for specific food products and then request modifications to make the foods softer, chewier, sweeter.

Using ChatGPT to suggest formulas and replacement ingredients for food product recipes, in an undergraduate course

In FNH 303 (Food Product Development), Dr. Pratap-Singh has modified the traditional “Product Selection” part of the assignment for New Product Development, allowing and encouraging students to use ChatGPT to identify recipes (ingredients and their compositions) for new food product development. Students are expected to use the Internet to modify an existing product in the market to either: a) make it more sustainable by removing problematic ingredients/processes; or b) modify the product to either add a claim (for example gluten-free; plant-based; etc.). Dr. Pratap-Singh is encouraging students to seek replacement ingredients using ChatGPT, as well as use other internet sources to describe known chemical and physical properties of different ingredients in the food product under consideration. To demonstrate their understanding of how each ingredient works, students are expected to address how modifications of the formulations may lead to food products with different traits (sweeter, chewier, etc).

UBC Example – Jennifer Jenson: ETEC 511

In ETEC 511, Foundations of Educational Technology, Jennifer Jenson asks students to provide their own views on several questions about AI and machine learning, and then compare to ChatGPT’s answers to the same questions, to better understand what the tool can and can’t do. In their own answers students must refer to readings provided along with the assignment.

Artificial intelligence is a keystone of educational technology. So it’s extremely important that we are able to think critically about the scope and limits of what machine intelligence can do, and how our uses of it impact our own and our students’ learning and educational development.

Preparing for the assignment

Set aside a good chunk of time, several hours, which needn’t be all at once, (you could easily spend years here, it’s so interesting!), to find/read information that will enable you to formulate your answers to this assignment’s 5 questions. Take some time to watch Kate Crawford introduce a critical technology studies perspective on the “ power, politics and planetary costs of AI .” Do not shy away from Wikipedia for this one—it’s a lot to cover, and you are only exploring and sketching out the area. I’ve provided a few links to get you started, but you can consult any resources. Use these 5 questions to organize your search, and keep a tight focus on AI, not on computing, or economics, or pedagogy, etc., except where you need to mention these aspects to provide context.

One useful starting point is Harvard University’s  Science in the News Summer 2017 Special Edition on Artificial Intelligence . Note that some of these linked papers are not currently ‘live’ from the nested links, but you can still find them by searching outside this volume directly on the website.

A “ word to the wise ” before you begin…

Be prepared in advance that you will not be able to answer all these questions in depth or detail: this is a ‘scoping out’ exercise, where in order to get the perspective you need to engage with these questions, and especially the last one, you first need some breadth. You will be doing a lot of skimming and some of what you will need to skim will have highly ‘technical’ sections that you are of course not expected to understand (unless you have prior knowledge in these areas).

Then, to compose your responses, you need to condense to the “nugget” of things, to work within the short-answer word constraints. Simply do what you can, it’s YOUR journey, and this is a first step into vast (and life-altering!) territory. This is not meant to be easy, and there are no right answers. Careful writing matters. Please resist copying and pasting—this lands you firmly in plagiarizing territory. Use your own words. Do not string together a bunch of quotes.

Production Format

In sentences, not point form, respond to the questions below. Do not exceed word limits. Use the APA format when citing sources and listing references. For this, and every assignment in this course,  multimodality is encouraged , even when the assignment asks for primarily textual forms. Remember to limit your quotations, and do not copy and paste without properly citing.

The 5 Questions

• First and in your OWN words. Who were these people, and how did/does each contribute to the development of artificial intelligence? How did/does each think “intelligence” could be identified? (~50 words each). Next, using the new AI ChatGPT, ask it the same question/s and edit the responses down to 50 words. You can create a chart to show your work and  ChatGPTLinks . side-by-side. Do the same with questions 2-4, and DO make sure in your answers you reference the readings.
• How do “machine (programming) languages” differ from human (natural) ones? (~100 words).
• How does “machine (artificial) intelligence” differ from the human version? (~100 words).
• How does “machine learning” differ from human learning? (~100 words)
• And for your LAST challenge, a version of the Turing Test: how do YOUR answers to these questions differ from what a machine could generate? (~200 words) Make sure you reference the differences between your answers and ChatGPT’s.

Support students using generative AI in their own learning

Some educators are introducing the use of generative AI in written assignments as a new approach in specific academic domains. Students can use this technology and include a reference section to detail their usage. At UCLA, Professor John Villasenor is one of the advocates of this approach and even  encourages first-year law students to employ ChatGPT . To create work that combines the strengths of both AI and traditional writing techniques, students must learn to seamlessly blend generative AI into their assignments in a logical and coherent manner.

You could suggest ways for your students to utilize generative AI tools like ChatGPT to enhance their learning experience. Students may use generative AI writing tools to support parts of their ideation, research, and writing processes, while doing other parts themselves grounded in disciplinary and course-specific topics and methods.

In connection with all of the suggestions below, you could require students to submit screenshots of the AI outputs, and describe how they built on that. It’s important to remind students that AI can (and at this point often does) make mistakes and provide false information, and that they need to check the AI outputs and correct them as needed.

Ideation and brainstorming

Students could use AI to generate initial ideas for research topics and questions that they then refine and add to themselves. For example, AI could help them move from broad ideas to more specific questions that they then refine and address according to disciplinary and class context.

Initial research

Students could use AI platforms to do basic research to get an overview of a topic, and to help them focus later work based on concepts and keywords they have learned. For example, they can use  perplexity.ai  or other AI tools for research and analysis by inputting research questions or topics and finding sources and key terms to explore.

Improving grammar and other aspects of writing

Students can input parts of their writing into ChatGPT or other tools to receive feedback on common grammatical errors and tone. ChatGPT can not only edit writing, but explain what it changed and why, which could be a useful way for students to learn.

Adding creative elements to assignments

Students could use generative AI tools to add more creative elements to their work, such as using image generators like  Stable Diffusion  to create images that they add to slide presentations, games, apps, portfolios, blog posts, and more. There are also AI tools that can generate music or sound effects that could be used for student-created videos or games. Students could also use AI text generators to create draft scripts for videos that they can edit and refine to provide more details and information to better fit with the course context and learning objectives of assignments.

UBC Example – Halimat Alabi, MET program

In her courses in the Masters of Educational Technology program, Halimat Alabi expects students to use the AI tool  AcaWriter  to refine their writing before they share their drafts in class.

UBC Example – Anubhav Pratap-Singh: FOOD 524

Using chatgpt to obtain preliminary outline for term papers, and obtain basic understanding of terms/technologies in the field for graduate courses.

In FOOD 524 (Advances in Food Processing), students have to submit a term paper on advances in the last 5 years in any particular area of food processing of their choice (20 pages maximum). Dr. Pratap-Singh is encouraging his students to use ChatGPT to get inspiration and ideas on how to approach this term paper, to identify topics of rapid development in selected fields, to come with an initial outline of the term paper, and to use it along with other avenues on internet, to obtain general information about various new terms they shall encounter while completing this term paper assignment. Dr. Pratap-Singh has illustrated to the class how allowing ChatGPT raises the bar of the standard of term paper submissions expected in the course (akin to how open-book exams are designed intellectually tougher than closed-notes exams). Additionally, Dr. Pratap-Singh used ChatGPT during one of the lectures on refrigeration to examine the merits of the following claim together with students: “Mpemba Effect: Does Hot Water freeze faster than Cold Water”

This website is licensed under a  Creative Commons Attribution-NonCommercial 4.0 International Public License .

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