We are excited to announce that ACUE Commons—previously available only to faculty who were enrolled in or completed ACUE courses—is now open to all UTA faculty. This expansion allows every UTA instructor to explore ACUE’s evidence‑based teaching resources, one‑hour Quick Studies, and professional learning community.
Artificial Intelligence is reshaping how students learn, work, and prepare for the future. Educators are tasked with adapting quickly to meet the needs of students. ACUE’s AI for Higher Ed Endorsement faculty who are engaging with cutting-edge guidance, and research-backed strategies for using AI to elevate teaching and learning. Endorsements are awarded to members who earn enough points by engaging with AI-related Quick Studies, webinars, and events. Grounded in ACUE’s Effective Teaching Framework, this endorsement signals a commitment to academic integrity, inclusive teaching practices, and faculty-led innovation.
As faculty, we spend a lot of time in Canvas doing the hands-on work of teaching. Building rubrics, reviewing discussion participation, and communicating with students are essential, but they can also be repetitive and time-consuming. IgniteAI features are designed to appear inside those everyday Canvas workflows so you can draft, summarize, or translate faster, while you still make the final decisions.
This post highlights what you may see in Canvas now, what is expected next, and how to prepare without changing your course mid-semester
TLDR
IgniteAI is an AI approach built into Canvas workflows, with an emphasis on transparency and educator control.
You may see these IgniteAI features in Canvas now: Generator for Rubrics, Insights for Discussions, and Translations for Discussions, Inbox, and Announcements, Question Authoring Assistance for New Quizzes.
IgniteAI Agent and Grading Assistance for SpeedGrader (early 2026).
Several IgniteAI features are described as free through June 30, 2026, with some access-focused capabilities expected to remain free longer term.
What you may see now in Canvas (and how it can make life easier)
What this tool does Generator for Rubrics creates a draft rubric from your assignment details. You can edit criteria, performance levels, and points before you use it for grading. This feature requires Enhanced Rubrics to be enabled.
When it helps most
You want a rubric for clarity and consistency, but building one from scratch takes too long.
You teach multiple sections or work with TAs and want more consistent grading language.
You reuse the same assignment each term and want a faster starting point.
Practical ways to use it
Large enrollment writing, lab, or report courses: Generate a draft rubric, then simplify criteria language so students can self-check before submitting.
Scaffolded projects: Draft the final-project rubric first, then copy and adapt it into milestone rubrics.
What this tool does Insights for Discussions helps you review discussion activity faster. It can highlight whether replies match the prompt, where engagement is stronger or weaker, and where themes or misunderstandings may be emerging. It also supports more targeted feedback workflows connected to SpeedGrader.
When it helps most
Your discussions are large and you cannot read everything before responding.
You want to catch misconceptions early and address them in class or via an announcement.
You want a faster way to see who is participating and who may need support.
Practical ways to use it
Weekly concept check discussions: Use insights to identify the top one or two misunderstandings, then post a short clarification and reference it in class.
Case-based courses: Use insights to find threads that drift off the case constraints, then reset expectations with a brief “what good reasoning looks like” message.
What this tool does Translations lets readers translate content in Discussions, Inbox, and Announcements inside Canvas. The goal is to reduce language barriers and lower the need for copy and paste translation workflows.
When it helps most
Your course includes multilingual learners who may understand the content but struggle with fast-moving course communication.
You post frequent announcements with deadlines, logistics, or instructions that students must understand quickly.
You want discussion participation to be more accessible without changing your academic standards.
Practical ways to use it
High-stakes announcements: Keep your original message short and structured so it translates cleanly. Use consistent headings like “What,” “When,” and “What to do.”
Discussion participation: Encourage students to focus on ideas first. Use your rubric to grade substance while translations support comprehension of peer conversation.
What this tool does Question Authoring Assistance drafts quiz questions for New Quizzes so you can start faster and then revise for accuracy, difficulty, and alignment to outcomes. It is also planned for Mastery.
When it helps most
Frequent low-stakes quizzes: Draft quickly, then spend your time improving distractors and tuning difficulty.
Multi-section courses: Draft items, then review them with a shared checklist so questions are consistent across instructors.
IgniteAI Agent, expected early 2026
What this tool is for IgniteAI Agent is designed to help with multi-step Canvas tasks from one request, especially bulk actions and deadline adjustments.
When it helps most
You repeatedly do “same task, many students” actions (extensions, due-date shifts, section-by-section adjustments).
You spend too much time clicking through repetitive Canvas admin steps.
Grading Assistance for SpeedGrader, expected early 2026
What this tool does Grading Assistance for SpeedGrader drafts feedback and suggests scoring for open-ended work, then you edit and finalize before releasing grades.
When it helps most
You grade a lot of written responses and keep writing the same feedback patterns.
You want faster first-draft comments so you can focus on personalized coaching.
You want more consistent feedback language across students and sections.
A practical note on availability and the “free through” window
You may see different IgniteAI tools depending on campus rollout and Canvas settings. Several IgniteAI features are listed as freely available through June 30, 2026, and some access-focused capabilities are listed as remaining available long-term.
How to try this without creating extra work
Pick one workflow for one week Choose rubrics, discussions, or announcements. Keep it small.
Use a short review checklist before publishing
Accuracy: Is everything correct for your course content and context?
Alignment: Does it match your learning outcomes and prompt?
Clarity: Would a student understand this without extra explanation?
Tone: Is it supportive and course-appropriate?
Start low-stakes Try it on formative work before using it on high-stakes assessments.
Keep a quick note of what you changed This helps you build a repeatable process and supports transparency.
Need help planning a pilot, building rubrics, or designing discussions that scale? Email CRTLE@uta.edu or visit the CRTLE page.
*This post was co-authored with AI, including Microsoft Copilot.
How do you keep students engaged when attention is constantly pulled by phones, notifications, and distractions?
That question shaped this Faculty Voices conversation led by Ahmad Bani Hani from Civil Engineering. The session focused on specific practices you can use before the semester begins and routines you can repeat across the term to keep students involved. The central message was simple. Engagement does not happen by accident. It has to be designed into the course experience.
A recurring point in the session was that engagement rarely happens automatically. When class time becomes long stretches of uninterrupted talking, attention can fade quickly, especially in content-heavy sessions. Designing interaction points, short breaks, and structured participation gives students more chances to stay with the material.
Another theme was relationship-building. Students are more likely to show up and participate when the class climate feels approachable and supportive.
Start Strong Before Day One
The session emphasized that first impressions matter. A simple week-ahead setup can help students feel oriented and connected before the first meeting.
Welcome announcements one week early
Send a welcome announcement about a week before classes begin. Keep it short, friendly, and practical. Include the course meeting time, classroom or modality details, office hours, and how to reach you.
A simple checklist for a welcome announcement:
Class time and location, or online details
Office hours and contact method
A welcoming tone that signals approachability
One small personal detail that helps students relate
Add a short welcome video if possible
The session also recommended a brief welcome video. Video can feel more personal than text alone and helps students connect a face and voice to the course. This can be especially helpful for online courses where early connection is harder to build.
Building Community Early in Online Courses
For online courses, the session highlighted a common challenge. Students may not see each other at all. A structured community activity can reduce that isolation and create early peer-to-peer contact.
One approach shared in the session:
Create a Canvas discussion titled Community Building about a week before class starts.
Post an informal instructor introduction that includes a few interests or hobbies.
Ask students to introduce themselves and respond to peers.
A prompt structure that worked well:
Introduce yourself informally
Share hobbies or interests
Answer three expectations questions
What do you expect of yourself as a learner
What do you expect from classmates
What do you expect from the instructor
Require replies to at least one or two peers to start interaction
Students begin recognizing classmates as real people, not just names on a screen.
First Week: Make the Syllabus an Activity, Not a Reading
The session emphasized that the syllabus can function as an engagement tool if students work with it actively instead of hearing it read aloud.
Plan for day-one disruptions
One practical suggestion was to bring hard copies of the syllabus for in-person classes. Technology issues happen, and printed copies help keep the first day on track.
Two syllabus activities to try
1) Syllabus Recon
Ask students to identify the five most important items in the syllabus.
Give time for peer discussion.
Follow with a whole-class discussion to surface questions and clarify key points.
2) Reciprocal Interviews
Students ask questions about the course.
You ask students about goals, expectations, and what they hope to learn.
This approach can also surface expectations you did not anticipate during course design, which creates an early opportunity to clarify what the course does and does not cover.
Sustain Attention with Repeatable Routines
Later discussion returned to student attention and buy-in. One practical point was that students often engage more when the purpose of a learning task is clear.
Explain the “why” behind tasks
If an activity feels like a requirement with no rationale, students may treat it as busywork. Briefly explaining why an activity matters can reduce resistance and improve follow-through.
Guide notetaking with structured questions
Instead of asking students to take notes on a blank page, the session recommended guiding attention with structured prompts.
One strategy described:
Provide a comprehensive set of guiding questions for the session.
Have students take notes by answering those questions.
Select a subset of questions for an assignment or quick check.
This “meet them halfway” structure can support attention while still holding students accountable for learning.
Key Takeaway
The session reinforced a straightforward idea. Engagement is a course design decision. A few intentional choices, starting before day one and continuing with repeatable routines, can help students stay involved, build connection, and participate more consistently.
About the Presenter
Dr. Ahmad Bani Hani teaches Construction Management in the Civil Engineering Department, blending applied research, technology, and active learning to prepare students for work in construction. He has contributed to projects supported by the National Science Foundation and the Texas Department of Transportation, bringing real-world perspectives into his courses. He also serves as a Faculty Facilitator for the Center for Research on Teaching and Learning Excellence and advises the Construction Management Student Organization. His interests include artificial intelligence in construction planning and decision-making, and thoughtful, ethical uses of AI to support teaching, learning, and student engagement.
Join the Conversation
What is one small change that has improved engagement in your course? Have you tried a community-building discussion, an active syllabus activity, or guided note questions? Share what worked and what challenges came up so others can adapt the ideas.
*This post was co-authored with AI, including Microsoft Copilot.
Microcredentials are short, focused learning experiences that allow students to develop in-demand skills, earn shareable credentials, and connect coursework to career readiness. At UT Arlington, students and faculty have access to high-quality microcredentials through Coursera (UT System Career Academy), LinkedIn Learning, and Adobe Express. These platforms provide flexible, self-paced learning that strengthens technical, professional, and creative competencies.
Coursera (UT System Career Academy)
Log in using your UTA email through the UT System Coursera portal.
Courses include digital storytelling, graphic design, and multimodal communication.
Why it matters: Students develop creativity and media skills essential for modern communication tasks.
Teaching ideas:
Assign students to create visual summaries, infographics, or digital posters.
Use microcredential lessons to scaffold multimodal projects.
Feature student creations in class showcases or discussion boards.
Encourage students to use Adobe badges in their professional portfolios.
For faculty/staff (starter list)
Explore and complete (on your own time in a self-paced format) the free UT System course on microcredentials: Microcredentials within the University System
When UTA moves to remote‑only operations due to winter weather, your teaching doesn’t have to pause. Snow days create opportunities for connection, flexibility, and creativity—especially with the strong digital teaching ecosystem available at UT Arlington. Faculty have long noted that CRTLE, OIT, and CDE resources, Canvas tutorials, and Microsoft Teams tools helped them adapt quickly during previous rapid instructional pivots.
Here’s how you can make the most of a remote‑only snow day—and keep your students supported and learning.
Tips for Remote Teaching on a Snow Day
1. Keep It Simple: Provide Essential Continuity and Online Support
On a snow day, clarity and simplicity are key. Students may be dealing with weather disruptions, limited internet, or family responsibilities.
Past UTA faculty feedback shows that simple tools—Canvas Conferences, Teams meetings, and short tutorials—were the most helpful during sudden transitions.
2. Tap Into UTA’s Teaching Support Ecosystem
UTA has a deep set of instructional supports that you can lean on today or any time:
Center for Research on Teaching and Learning Excellence (CRTLE)
CRTLE offers evidence‑based teaching ideas, microlearning resources, and teaching‑with‑AI guidance.
These resources are ideal for finding quick ideas to strengthen today’s remote lesson.
3. Try a Snow‑Day‑Friendly Learning Activity
Here are easy activities that work well in any course:
A. Microlearning Moment (10 minutes)
Record a short video or audio clip (Teams, your phone, or Canvas Studio), then post:
A guiding question or journal prompt
A short resource (reading, video, PDF)
A single reflection prompt or quiz question
Using LinkedIn Learning to Enrich Your Snow‑Day Teaching. Another powerful (and often underused) UTA resource available to all faculty is LinkedIn Learning, which provides thousands of high‑quality, short, skill‑based courses you can explore on a snow day. You can quickly find content related to something useful for your students, even it’s related to career focused learning. Consider browsing topics that connect to your subject or a career focus. LinkedIn Learning’s modular structure makes it easy to watch a single 5‑minute lesson or dive into a full course. You can also share selected videos directly inside Canvas or Teams to enhance the student learning experience.
“How does today’s reading or concept connect to something happening around you today?”
This is low(er)‑pressure and high‑connection.
C. Low(er)-Tech Submission
If students don’t have access to a laptop, invite students to use their mobile device to upload a photo of handwritten notes or a quick paragraph in the Notes feature of their phone. Encourage them to use the Notes feature on their phone or mobile device, if that is all they have access to for today’s snow day. This is especially supportive if power or Wi‑Fi is unstable.
UTA faculty previously shared that flexible, human‑centered approaches helped reduce stress during remote switches.
4. Communicate With Compassion and Transparency
CRTLE Faculty survey feedback emphasizes the importance of clear and timely communication during disruptions. Students can feel confused when information changes rapidly.
Consider posting a message like:
“Since UTA is remote‑only today, here’s the one task to focus on for [class name]. If you’re experiencing weather‑related challenges, please let me know—flexibility is built in for today.”
This builds assurance and trust.
5. Use the Day for Your Own Professional Growth
Snow days can also serve as mini professional‑development days.
Post by Dr. Karen Magruder, School of Social Work (Faculty Profile)
In this informative and practical blog post, award-winning faculty member, Dr. Karen Magruder shares insights into getting started with teaching students about AI. –Peggy Semingson, Interim Director of CRTLE
Teaching With AI: From Policing Use to Preparing Professionals
As part of this year’s CRTLE Professional Learning Community on Future-Ready Teaching, our group read Teaching with AI in a book club format. What made the experience especially valuable was not only the book itself, which is thoughtful, practical, and grounded in real teaching contexts, but the way our PLC discussions pushed each other to question our assumptions, share tools and resources, and move from abstract concerns and goals towards concrete practices.
The takeaways below synthesize key lessons from the book and the reflective discussions and experimentation within our PLC. Just as AI technology is rapidly advancing, our knowledge, assumptions, and attitudes toward it will undoubtedly evolve as well. Approaching AI with openness matters here! I know I have meaningfully shifted how I partner with AI and talk with students about it over the past few years, and I fully expect that perspective to continue changing, here is where I’m landing today:
AI as a Transformative Force, Not a Threat to Be Suppressed
One of the clearest throughlines in Teaching with AI is its framing of artificial intelligence as a paradigm shift in education and work, rather than a problem to be eliminated. AI is already shaping how people think, work, and learn. Treating it as a threat to teaching and learning ignores the reality that students are already encountering AI tools in basically every professional domain.
Here’s the thing though- we are not just along for the ride! We have power and agency! The authors argue that educators are not helpless observers in this shift. In fact, they write, “teachers will be in an important position to determine whether AI transforms education for better or worse” (p. 3). Rather than simply playing whack-a-mole with new tools, we should feel empowered to influence and shape how students learn to engage with AI.
AI Literacy as an Essential Learning Outcome
A major emphasis of the book, and one echoed strongly in our PLC, is that AI literacy is quickly becoming an essential job skill. Much like the arrival of the internet reshaped education and work, AI is now doing the same. While some jobs will likely end up being eliminated, nearly all jobs will be changed. Even tech leaders acknowledge the magnitude of this shift; Google CEO
Sundar Pichai has described AI as potentially more profound than electricity or fire! This raises a critical question: Are we preparing students for the world they are entering?
AI literacy is now an essential skill for all learners. Students will increasingly need to articulate how they used AI, why they used it, and how their thinking, judgment, and expertise add value beyond what AI alone can produce. What we once might have considered “C-level” work is now baseline. The bar has moved, so how can will students show employers that they can produce work that is better than basic AI outputs?
Understanding AI Well Enough to Teach It
Another strength of the book is its accessible introduction to how AI works. Learning how these systems generate outputs, where they fail, and how bias and hallucinations occur makes the technology feel less mysterious and more teachable. If you need a foundational review of AI history and key terms, I’d highly recommend it! The authors urge educators in all disciplines to understand the basics- enough to speak accurately and critically. This matters for credibility. Our students are already using these tools, often fluently. If we are significantly behind them, it becomes difficult to guide ethical or effective use.
From AI-Proofing to Learning-Centered Design
A pivotal shift for me, reinforced by both the book and PLC discussion, was moving away from an “AI-proofing” mindset. Don’t focus on designing assignments solely to prevent AI use. Instead, ask “What knowledge and skills are students supposed to develop here, and how might AI support or undermine those goals?” That reframe allows for assignment-specific AI policies. Some assignments may appropriately restrict AI to protect foundational learning. Others may intentionally require it to build digital literacy and mimic real-world expectations. This “shades of gray” approach is more realistic and responsive to professional demands.
AI Should Enhance, Not Replace, Human Thinking
The book is very clear that AI should enhance, not replace, human creativity and critical thinking. Used well, AI can support brainstorming, iteration, and exploration. It can enhance creativity rather than diminish it. Prompt engineering makes a big difference here. Vague prompts produce mediocre results. Strong prompts include task, voice, format, and context; pretend you are giving step by step guidance to an intern! Iteration also matters. The first output is rarely the best. Students can and should refine, critique, and build on what AI produces, even asking AI to evaluate its own limitations. This emphasis on process (not just final product) aligns well with sound andraagogy more broadly.
Transparency, Modeling, and Academic Integrity
If we expect our students to be transparent with their AI use, we need to also “walk the walk” and model it ourselves. Telling students not to use AI while quietly relying on it for course design undermines trust. Include AI-use disclosures in Canvas, noting when and how AI assisted with things like syllabus design, reading summaries, or instructional materials.
The authors also caution against reliance on AI detection tools. Detection is not always accurate, raises privacy and intellectual property concerns, and is often not the best use of instructor time (UTA now discourages it anyway!). A more effective approach is clear expectations and designing assignments that emphasize process, reflection, and decision-making with realistic and appropriate AI integration.
Practical Strategies That Actually Help
One of the most useful aspects of Teaching with AI is its practical focus. The authors offer concrete strategies for integrating AI into teaching while keeping human judgment central. These include using AI to personalize instruction, streamline routine tasks, redesign assignments, and provide richer feedback.
Practical tips included:
Having a clear AI-use policy with assignment-specific examples
Embedding academic integrity statements into syllabus quizzes
Normalizing help-seeking from instructors, writing centers, and peers so AI is not the only option
Motivating effort through “I care, I can, I matter”
I care: explaining how assignments build career-relevant mastery
I can: supporting self-efficacy through clarity, scaffolding, and checklists
I matter: reinforcing agency and the value of students’ own thinking
Emphasizing process, not just final outcomes
Using regular, low-stakes assignments to reduce pressure and temptation
Requiring AI disclosures that explain how tools were used and why
Our PLC extended this by playing around with various AI tools in biweekly show-and-tell sessions. Faculty screenshared a mini tutorial of an AI tool they were using or exploring, with an emphasis on co-learning rather than expertise.
Using AI as a Collaborator
Finally, both the book and PLC highlighted how AI can function as a co-instructor or collaborator, helping educators work better and faster. Examples included using AI for roleplays, writing learning objectives, creating discussion prompts, designing rubrics, developing case studies, giving feedback, offering individualized tutoring support, and supporting creative projects like presentations, images, graphic novels, or even game design. When used intentionally, AI can free up time for the parts of teaching that matter most: connection, feedback, mentoring, and judgment.
In the end, Teaching with AI reinforced a core truth that our PLC kept returning to: the goal is not to stop AI, but to teach students to use it transparently, ethically, and thoughtfully, and to demonstrate the uniquely human value they bring to their work.
As AI continues to reshape teaching and learning in higher education, one of the most practical and ready‑to‑use tools available to UTA faculty is AI Role Play in LinkedIn Learning. Because all UTA faculty, staff, and students have full, free access to LinkedIn Learning through the university, this feature becomes an immediate, low‑barrier way to experiment with AI in both your own professional development and your classroom.
What Is AI Role Play in LinkedIn Learning?
AI Role Play is an interactive tool inside LinkedIn Learning that allows learners to practice realistic conversations using voice or text. The AI takes on a persona—such as a colleague, supervisor, customer, client, team member, or community partner—and responds dynamically based on what the user says. After each practice session, learners receive:
Actionable, personalized feedback
Suggestions for how to improve tone, communication, clarity, or empathy
Recommendations for LinkedIn Learning courses to build targeted skills
A safe, judgment‑free environment to rehearse hard conversations
Faculty and students can also create custom scenarios, making it highly adaptable across disciplines.
Be sure your LinkedIn Learning is linked to your personal LinkedIn profile for personalized AI Role Play.
In the left‑hand navigation menu, select AI Role Play or AI Coaching.
Visit the FAQ link from LinkedIn Learning to learn more about features and “how to”.
Choose a pre‑built scenario or create your own.
Use voice or text to begin your practice conversation.
Review feedback and integrate improvements.
Share the scenario link with students if you’re embedding it into Canvas.
How UTA Faculty Can Use AI Role Play for Their Own Teaching Development
1. Practice Tough Conversations
Faculty regularly navigate challenging conversations such as:
Giving constructive feedback to students
Addressing concerns with a colleague or teaching assistant
Handling student frustration, resistance, or disengagement with learning or the classroom space
Having difficult discussions with groups, teams, or committees
AI Role Play lets you rehearse these moments before they happen, helping you build confidence, strengthen communication, and explore different approaches safely.
2. Strengthen Teaching‑Presence and Communication Skills
AI Role Play provides feedback on:
Tone and clarity
Empathy
Specificity
Question phrasing
How well you scaffold the conversation
How well you model transparent communication
This helps faculty refine their teaching voice and presence, especially for online, hybrid, or asynchronous modalities.
Because the AI’s feedback is immediate, faculty can iteratively polish their responses.
How Faculty Can Use AI Role Play With Students in Classroom Assignments
One of the most powerful aspects of AI Role Play is its adaptability for assignments across majors. Here are UTA‑ready examples you can plug into your courses:
1. Communication‑Focused Role Plays
Peer feedback simulations
Conflict resolution scenarios
Practicing presentations or pitches
Difficult team‑member conversations
Customer or client interaction scenarios
Students gain real‑time practice and can repeat the scenario as many times as needed.
2. Discipline‑Specific Scenarios
*[NOTE: Use hypothetical invented scenarios and NOT real-life data or information!]
Education: parent‑teacher conferences, classroom management conversations Nursing/Health: patient interviews, delivering difficult news, interprofessional communication Engineering: client requirements meetings, safety discussions Business: negotiations, sales calls, leadership coaching Social Work: intake interviews, motivational interviewing Liberal Arts: historical reenactments, literary character dialogue, role simulations for debate or public speaking
Faculty can design custom prompts to tailor the AI’s persona, goals, attitudes, and level of challenge.
3. Critical Reflection Assignments
After completing a role play, students can:
Submit the AI feedback report
Write a reflection on what they learned
Revise their communication with a second attempt
Compare their communication strategies over time
This builds metacognition and supports transparent learning.
4. Role Play as a Low‑Stakes Practice Environment
Students often fear “messing up” in public. AI Role Play gives them a private space to:
Try different verbal approaches
Correct misunderstandings
Explore different tones (more formal, more supportive, more assertive)
Build skills before applying them with real people
This is especially beneficial for multilingual students, first‑generation students, or students new to professional communication.
How to Link Your LinkedIn Learning Account with Your Personal LinkedIn Profile
To get the most out of AI Role Play—including smarter recommendations, skill‑aligned scenarios, and the ability to post course completions to your professional profile—you should link your university‑provided LinkedIn Learning account with your personal LinkedIn profile. This connection improves personalization while keeping your personal profile activity private from UTA.
When prompted with the message: “Connect your LinkedIn account to LinkedIn Learning?” select “Yes, connect my account.”
Sign in to your personal LinkedIn profile (the one you already use professionally).
Note: UTA does not see your personal profile activity. Your learning history and recommendations do sync between the two systems.
Review the brief explanation of what information is shared. Click “Accept and Continue.”
You’re now fully connected.
Your LinkedIn Learning completions can appear under your LinkedIn profile’s Licenses & Certifications section.
AI Role Play scenarios can use your job title, interests, and skill goals to generate more accurate simulations and coaching feedback.
LinkedIn Learning Videos That Support AI Role Play
Below are videos that directly demonstrate and support the use of AI Role Play for teaching, communication skills, and simulated practice.
1️⃣ AI‑Powered Role Play from LinkedIn Learning (YouTube)
This official LinkedIn Learning demonstration shows how AI Role Play works, how to practice scenarios, and how the AI provides feedback to improve communication skills. Excellent for faculty new to the tool. Watch here: https://www.youtube.com/watch?v=Wi2Fr1ucvtA [youtube.com]
2️⃣ Applying Learning Through Role‑Play | AI for Learning (ColumbiaLearn)
This video demonstrates how role play improves student learning and includes an example of AI‑based role play in a social work context—useful for faculty wanting to see discipline‑specific applications. Watch here: https://www.youtube.com/watch?v=tsufvB4tU6E [youtube.com]
3️⃣ LinkedIn Learning AI Roleplay (Vimeo demo)
A short overview and example of how AI Role Play functions for communication practice. Useful for quick faculty orientation. Watch here: https://vimeo.com/1098782548 [vimeo.com]
4️⃣ Create and Share AI‑Powered Role Play Scenarios (LinkedIn Learning Hub)
Demonstrates how organizations (including universities) can design their own custom AI role play scenarios. This is ideal for faculty who want to create their own role play activities for students. Watch here: https://www.youtube.com/watch?v=8UR7phLNgA4 [youtube.com]
5️⃣ AI‑Powered Role Play for Learners (LinkedIn Learning)
Shows how learners can build confidence and human‑skills through AI role play. Great for embedding into student assignments or Canvas modules. Watch here: https://training.talent.linkedin.com/introducing-role-play-with-ai-coach [training.t…nkedin.com]
Final Thoughts
AI Role Play in LinkedIn Learning offers UTA faculty a versatile, powerful tool for both professional growth and classroom teaching. It strengthens communication skills, builds confidence, and gives students hands‑on experience in authentic, discipline‑specific scenarios. Most importantly, this tool aligns with our broader mission in CRTLE: to support innovative and student‑centered teaching practices that prepare students for meaningful futures.
If you’d like help designing a role‑play assignment or want examples tailored to your discipline, I’m always glad to consult and collaborate.
*This post was co-authored with AI including Microsoft Copilot.
Microsoft Copilot can be a helpful assistant for teaching work, especially when you use it for planning, designing, and communicating. The key is knowing which Copilot you are using. Copilot can be a free, web-based chat experience or a paid Microsoft 365 Copilot experience that works inside Word, PowerPoint, Outlook, and Teams.
As faculty, we’re constantly balancing the creative work of teaching with the practical realities of planning, communication, and course upkeep. Microsoft Copilot can lighten that load—whether you’re brainstorming lesson ideas, refining assignment language, or turning notes into slides. In this post, we (CRTLE) will walk through the free, protected Copilot available when you sign in with your UTA credentials and the paid Copilot for Microsoft 365 that has more features and also can integrate inside Word, PowerPoint, Outlook, and Teams. Our goal is to help you quickly decide which option fits your workflow and to share concrete prompts you can use today to make teaching tasks faster, clearer, and more student‑centered.
How to Get Copilot (Free Version) at UT Arlington
UT Arlington faculty already have access to a free, protected, version.
UT Arlington faculty already have access to a free, protected, professional‑grade version of Microsoft Copilot simply by signing in with your UTA Microsoft 365 account.
This version is not the paid “Copilot for Microsoft 365” add‑on, but it is the secure, enterprise Copilot (sometimes called Copilot Chat) provided to all University of Texas system students, faculty, and staff at no additional charge.
✅ What You Get for Free
According to UT System guidance, Microsoft Copilot is available at no additional cost to UT faculty, staff, and students and runs under a commercial data‑protection agreement with Microsoft. You can access it by signing in with your UT Microsoft 365 login. [trecs.utexas.edu]
You’ll know you’re in the university‑protected version when logged in with your institutional Microsoft 365 identity (UT System documentation emphasizes this sign‑in requirement).
Requesting the Paid Microsoft Copilot 365 License
Faculty who need the fully integrated Microsoft Copilot 365 (the paid version that works inside Word, PowerPoint, Outlook, and Teams) can request it through UTA’s ServiceNow system.
This form is used to request Copilot 365 for UTA‑owned devices and is routed to your Department Head for approval. If you’re requesting the license for someone else, just enter their information in the designated section.
Cost: $360 per fiscal year (subject to change).
Free vs. paid versions differences
Free Copilot is best when you can paste in the context and you want quick drafts or ideas. Paid Microsoft 365 Copilot is best when you want Copilot to work inside Microsoft 365 apps and help you build from your existing course files and communications.
What you can do well with Free Copilot: Teaching-Focused Ideas
Free Copilot is a good fit for “general” teaching tasks where you do not need it to pull from your UTA files automatically.
Common uses:
Brainstorm lesson ideas, examples, analogies, and discussion questions
Draft or revise syllabus language (policies, expectations, late work language)
Rewrite instructions to be clearer and more student-friendly
Create templates you will customize later (weekly checklist, module overview, activity plan)
A practical tip: Free Copilot works best when you give it strong inputs. If you paste your course context (topic, level, learning goals, class length), the results get much more usable.
What you can do better with Paid Microsoft 365 Copilot
Paid Microsoft 365 Copilot is designed for workflow support inside the Microsoft apps many faculty already use daily. It can reduce friction when your teaching materials live in Word, PowerPoint, Outlook, OneDrive/SharePoint, and Teams.
It is especially helpful for:
Drafting and revising content directly in Word and Outlook
Turning an outline or notes into slides in PowerPoint
Summarizing Teams meetings and turning them into action items
Reusing and adapting your existing materials faster across sections or semesters
A simple way to decide: If you keep thinking “I wish this worked inside my document or email,” that is the paid Copilot advantage.
A quick decision guide for faculty
Use this to choose quickly.
Free Copilot is usually enough if you are:
Generating fresh ideas
Drafting general text you will revise heavily
Creating reusable templates
Working with information you can paste in safely
Paid Microsoft 365 Copilot is worth considering if you are:
Building slides, handouts, emails, and plans repeatedly in Microsoft 365
Updating a course and reworking lots of existing documents
Coordinating teaching teams in Teams and wanting faster meeting follow-through
Managing multiple sections and needing consistent communication
Faculty workflows that support teaching
1) Course planning: outcomes to a realistic weekly map
Copilot can help you translate learning outcomes into a semester structure that is teachable and paced.
Ways to use it:
Convert course outcomes into weekly learning goals
Propose a week-by-week sequence with built-in review points
Balance workload across the term (reading, practice, projects)
Generate weekly “preview” language for Canvas announcements or emails
Copy and paste prompt:
“Here is my course description and learning outcomes. Propose a 15-week schedule with weekly topics, 2 to 3 learning objectives per week, and one active-learning task per week. Keep pacing realistic for a 75-minute class. Include two review weeks before major deliverables.”
2) Lesson design: activities with timing and facilitation notes
If you know what you want to teach but not how to structure the class session, Copilot can generate activity options quickly. You then choose what fits your students and your teaching style.
Ask for:
2 to 3 activity options for the same concept
Exact timing (setup, work time, debrief)
Clear instructions students can follow
A low-tech fallback plan
Copy and paste prompt:
“Design three 20-minute active-learning activities for a session on [topic]. Include step-by-step facilitation instructions, what students produce, timing, and a fallback plan if students struggle or finish early.”
Good follow-up prompts:
“Make one option suitable for a large lecture.”
“Make one option suitable for a small seminar.”
“Make one option suitable for students who did not complete the reading.”
3) Slides and handouts: outline to deck, deck to handout
Copilot can help you move between formats, which saves time when you are prepping weekly materials.
Use it to:
Turn a lesson outline into a slide structure (10 to 12 slides)
Reduce wordy slides into clear headlines and supporting evidence
Add quick check-for-understanding questions throughout
Create a one-page handout version of a lecture
Copy and paste prompt:
“Turn this lesson outline into a 12-slide lecture. Keep text minimal. Add one guiding question per section. Write speaker notes with transitions and one check-for-understanding question per section.”
Follow-up prompts that improve quality:
“Cut the deck by 30 percent but keep the logic intact.”
“Add a 5-minute recap slide and a 3-question exit ticket.”
A lot of faculty time goes into clarifying expectations. Copilot can help you make instructions scannable, consistent, and easier to follow.
Strong uses:
Draft weekly announcements that students actually read
Convert an assignment description into a checklist
Add a short “common mistakes” section to reduce confusion
Rewrite policies in a supportive but firm tone
Copy and paste prompt:
“Rewrite this assignment description so it is clear and student-friendly. Use headings and bullet points. Add a checklist, a timeline, and a ‘common mistakes’ section. Keep it under 300 words.”
A helpful tactic: Ask Copilot to write two versions.
One for the syllabus (more formal, stable)
One for an announcement (short, actionable)
5) Teaching team coordination: meetings to action
If you work with TAs, graders, lab instructors, or co-instructors, Copilot can help you move from discussion to follow-through, especially in Teams.
Try it for:
Creating agendas for weekly TA meetings
Turning meeting notes into action items with owners
Drafting follow-up messages that summarize decisions clearly
Building a shared “what to watch for this week” list
Copy and paste prompt:
“Create a TA meeting agenda for Week 3. Include: quick wins, common student issues, upcoming deadlines, and a 10-minute training topic. Then draft a follow-up summary with decisions and action items.”
Practical guardrails for responsible use
Copilot outputs should be treated like draft support, not final authority. A simple workflow keeps things safe and effective.
Use this routine:
Draft with Copilot
Revise for your course voice and your students
Verify facts, examples, and accessibility
Publish or send
Avoid these common pitfalls:
Do not paste sensitive student information into general AI chats
Do not assume generated content is accurate, especially for technical details
Watch for overly confident tone, vague claims, and missing context
A simple “start this week” plan
If you want quick impact without extra complexity, choose one task and try it once.
Pick one:
Convert one assignment prompt into a checklist plus common mistakes
Generate three activity options for a topic you already teach
Draft a weekly schedule from your outcomes and adjust pacing
Turn an outline into a slide deck structure with speaker notes
Once you see what works, save your best prompts and reuse them. That is where the time savings start to compound.
Summary: As you explore Copilot, treat its outputs as draft support, then tailor them to your course voice, student needs, and accessibility expectations. If you primarily work in the browser, start with the free Copilot (sign in with your UTA account). If you need Copilot embedded inside your Microsoft 365 apps for deeper workflow integration, request the paid Copilot for Microsoft 365 license through ServiceNow: https://uta.service-now.com/selfservice?id=ss_catalog_item&sys_id=0fa412dd472a9290f2c2c3b4f16d43b6. CRTLE is here to help! Reach out if you’d like a quick consultation with us (CRTLE@uta.edu), sample prompts tailored to your discipline, or facilitation ideas to support responsible, effective use of AI in teaching.
*This post was co-authored with AI including Microsoft Copilot.
