Joseph Reilly
If a learning objective is worth measuring, course design should ensure that AI-assisted completion demonstrates mastery rather than circumvents it.
Joseph Reilly
Assistant Teaching Professor
College of Professional Studies
My interest in using generative AI in teaching comes from a practical question: what do our learners need to be able to do in their careers, and how can we build their capacities to help them thrive? I work with graduate students in professional degree and certificate programs who are looking to break into new roles or upskill in their current one, and AI has recently been part of every conversation with our industry partners. Using generative AI with lifelong learners means intentionally determining the tool’s strengths and weaknesses, establishing productive coworking routines, and iterating and improving those routines as the technology rapidly evolves.
Generative AI is most ethically deployed in teaching when it expands what students can do rather than substituting for the cognitive work that learning requires. My approach centers on assessment validity: if a learning objective is worth measuring, course design should ensure that AI-assisted completion demonstrates mastery rather than circumvents it. This means being explicit with students about where AI serves as a thinking partner, where it should be held at arm’s length, and why those distinctions are pedagogically reasoned rather than arbitrary.
My Assignments and Activities
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