GenAI As a Design Partner
Using GenAI in Your Own Teaching Practice
This resource grew out of real conversations. Over three sessions in July, more than thirty of us, faculty, instructional designers, and academic support staff from across Rutgers, read The Science of Learning Meets AI together. The group named what they wished GenAI could take off their plates: grading, rubric development, and the everyday work of refining an assignment. Most wanted to use GenAI to improve what they already had or build something new, rather than let it reshape their teaching altogether. This resource is what we built in response.
This resource turns to a separate, entirely optional question from our companion resource, Designing AI-Aware Assignments: once you’ve decided what role GenAI should play in your students’ work, would you like GenAI’s help with things like drafting, rubrics, or figuring out what worked and what didn’t? Ludwig and Zakrajsek (2026) describe this as a comfort curve, Adapt, Create, Embed, and this resource walks through it with a place to start wherever you are. If you’d rather not use GenAI for this either, that’s a complete and legitimate choice, and this resource will still be here if that changes.
Click below to explore the full resource.
Related Rutgers Resources
- Designing AI-Aware Assignments — our companion resource, on deciding GenAI’s role in your students’ work
- Artificial Intelligence at Rutgers — the university’s central hub for GenAI tools and policies
- GenAI Community of Practice — where this resource, and the conversations behind it, got started
References
Bali, M. (2024). Cake-Making Analogy for Setting Generative AI Guidelines/Ethics. In Buyserie, B. & Thurston, T. N. (Ed.), Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions. Utah State University. https://doi.org/10.26079/e204-acc5
Ludwig, L., & Zakrajsek, T. (2026). The Science of Learning Meets AI. Routledge. https://doi.org/10.4324/9781003689102