Appendix: Course Prep Prompt Library

Announcements

• “Please create an announcement for my class about {TOPIC}. Create a professional sounding announcement stating that the {DATE} class will be cancelled due to [TOPIC} in the {LOCATION}. Mention that class will resume on {DATE}. Provide the e-mail {CONTACT}. Also, suggest some ways that I might suggest that students can catch up on missed material. Copilot, after creating the announcement, ask me if there are any additional details you would like me to add to this specific message.”
• “Come up with a brief announcement to post for my students reminding them that their group assignment is due in {NUMBER} weeks and one for {NUMBER} days before. Include a {LINK} to the assignment page in this announcement.”
• “Craft a persuasive message to communicate a _[change in an assessment, class time, project requirements] and explain the reasoning behind the change. Include a call to action at the end of the announcement. Keep the tone ___[professional, friendly]”

Answering Student Queries

• “Create an answer to a student’s question about {in class vs remote} attendance. Explain the benefits of in-class attendance for lectures, quizzes, and exams. Emphasize the advantages of direct interaction with the instructor and peers, the collaborative learning environment, immediate feedback, and the availability of resources and support. Include information about accessibility and accommodations, health and safety protocols, and how in-person attendance can enhance engagement and participation. Thank the student for reaching out.”
• “Please provide me with an email template to respond to student inquiries about an upcoming assignment about giving a summary presentation on a TedTalk of their choice.”
• “Using a professional tone, create an email response from a course instructor to a student responding to their question asking if in-class participation is required as opposed to watching the recording after class.”
• “Create an answer to a student’s question about [topic] including thanking them for the reaching about the question, and provide possible answers to the questions that might be useful.”

Attendance List Checking

• “Copilot, please tell me which students are present in the class list, deliminated by triple quotes, but missing from the attendance list, which is deliminated by chevrons. Please allow minor spelling variations. class list \”\”\”Student1, Student2, Student3\”\”\”, and attendance: <Studentt1, Sstudent2,=””student3=””>”</derek,>
• “Cross-reference the class list (File1.xlsx) and the attendance list (File2.xlsx). Match the ID between the two lists. For each ID in File1, provide a count of sessions the entity participated in from File2. Input the count into column B of File1.”

Bridge-in Activities

• For Business courses: Create an ROI question activity for a…..type of marketing campaign, for a type of marketing company for X number of months with X amount of investment with an ROI of Y. Divide the investment into at least XX number of marketing investment
• “Copilot, please give examples of bridge in activities for a social media platforms class that teaches the concept of Social Media Return on investment on social media campaigns.”
• “Create two bridge-in activities for the topic marriage systems, by suggesting different types of marriage systems in the question and incorporate a creative and collaborative way to engage learners.”
• “As a professor who is an expert post secondary instructor for the course College Reading and Writing. Create two bridge-in activities for the topic “Writing Emails” for level2 students for the course. An example is a Think-pair-share activity.”
• Create two bridge-in activities for the topic marriage systems, by suggesting different types of marriage systems in the question and incorporate a creative and collaborative way to engage learners.  Instructions: Preparation: Gather images and brief descriptions of various marriage customs from different cultures (e.g., traditional Indian weddings, Japanese Shinto weddings, Maasai weddings in Kenya, etc.). Activity: Divide the class into small groups and assign each group a different culture’s marriage system. Each group will receive an image and a description of the marriage custom. Groups will discuss the key elements of the marriage system they were assigned and prepare a short presentation (2-3 minutes) to share with the class. Discussion: After all presentations, facilitate a class discussion on the similarities and differences between the marriage systems. Encourage students to reflect on how cultural values and traditions influence marriage practices. 

Case Study Examples

Examples

• “Copilot, could you please come up with [number] examples for college students on the topic of [topic], particularly focusing on [objective]. Students have [number] mins to answer each question.”
• “Give me example of linear regression which include categorical and numerical variables in Python.”
• “Create three examples for the topic of percentages for college level 1 business students. Most of them are international students. Make the examples relatable. Add complexity to the last example. Create a PDF document with these examples; do not include the solutions.”
• “Suppose you are teaching a course _ to a college student in course . Create an example to explain about the topic. Example should be relatable, interesting and engaging. Also give the peer-reviewed journal or evidence based references from the last __ years.”

Exam Review Questions

• “For post-secondary level learners, Create 20 multiple choice final exam questions about servant leadership; Can you make the answers more challenging to encourage critical thinking. Please ensure that all possible answers are plausible. Form the MCQ as questions.”
• “First, Create 30 multiple choice questions about Methods for Producing Hydrogen. 4 stems. The question should be a question. The distractors should be plausible. There should be one right answer. Second, Create a set of 5 scenario-based questions. Make each scenario 4 to 6 sentences. Provide an answer key with explanation. Include a question which uses data in a table. Third, Create an exam instructions box in the start that includes 45 mins time and 30 points score. {Course Info provided}
• “Create 30 multiple choice questions for a level 1 college class based on consumer behaviour in Ontario Canada. The questions should cover key concepts such as the factors influencing consumer decisions, cultural impacts on buying behaviour, demographic trends, and the role of marketing strategies in shaping consumer preferences. Ensure that the questions are relevant to the Ontario market and include scenarios or examples that reflect local consumer trends and behaviours.”

Explaining Concepts

• “Copilot, please explain the [ ] process so that my first semester [ ] engineering students can understand. Include flow chart or process map to visualize the content. Include the latest technological changes or update in the process. I’m going to use it in my class slide deck.”
• “Explain the terms and concepts related to numerical modeling and finite element analysis using clear, precise language, logical structure, visual aids, and practical examples to ensure effective understanding. Include detailed explanations, historical context, key concepts, practical applications, visual aids, software tools, tutorials, guides, and case studies.”
• “Explain the terms and concepts contained in the document provided about ____.”
• “Considering the attached document, explain the Academic Paragraph Structure and provide one example. Include the concepts of the topic sentences, supporting details, examples/explanations, quotations, and concluding sentences. Write from 100 to 150 words.”
• Feedback Mechanism: Include a step for gathering student feedback on the explanations and activities to continuously improve the learning experience.
• Explain the terms and concepts contained in the document below about ____ . Please follow these instructions:  Use Examples: Where possible, include examples to illustrate each term or concept. This helps in making the explanations more relatable and easier to understand. Contextualize: Explain how each term or concept fits within the broader context of the document and the topic it covers. Ensure that the explanations align with the learning outcomes associated with the course. Engage and Simplify: Aim to make the explanations engaging and straightforward, avoiding overly technical language unless it is necessary and explained. Organize Logically: Present the terms and concepts in a logical order that builds on previous explanations to enhance understanding. Match Student Level: Ensure that the explanations are aimed at the appropriate student level of understanding, considering their background knowledge and the course level. Active Learning: Provide examples of in-class activities that can be used to help further demonstrate the concept. These activities should encourage student participation and reinforce understanding through practice. Interactive Elements: Incorporate interactive elements such as quizzes or discussion questions to further engage students. Identify Key Terms and Concepts: Carefully read the document and identify the key terms and concepts that are central to understanding the topic. Provide Clear Definitions: For each term or concept, provide a clear and concise definition that matches the definitions presented in the course materials, but is simplified for students who are struggling to understand. 

Instructions for Final Exams

• Provide instructions for final exam. Include this information. For your final exam, answer {number] questions in {number} minutes using LockDown Browser. Ensure your device is ready and log in with your ID credentials. Each question must be answered in order, and you can’t return to previous questions. LockDown Browser will prevent navigation away from the exam screen. Contact support {name} immediately if you encounter any technical issues. Good luck! 

Lesson Summary

• “Create a summary of the lesson I will provide you. Lesson Summary: Business Analytics Overview: This lesson on Business Analytics aims to equip students with essential skills to analyze data and make informed business decisions. Learning Objectives: Grasp fundamental concepts of business analytics. Utilize analytical tools to interpret data effectively. Apply insights from data analysis to real-world business scenarios. Engaging Content: Case studies of successful analytics implementations. Interactive data visualization exercises. Current industry examples to illustrate practical applications. Instructional Strategies: Group discussions to foster collaboration. Hands-on activities using analytics software. Multimedia resources to cater to various learning styles. Assessment Methods: Quizzes to evaluate understanding of key concepts. Group projects focused on data analysis. Peer evaluations to enhance collaborative skills. Inclusive Practices: Diverse material formats to support all learners. A supportive environment encouraging participation. Additional resources for students needing extra assistance. This summary provides a structured approach to delivering an engaging and effective lesson on Business Analytics. Let me know if you need any further adjustments!”
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Rubric Design

• “Copilot, please design a 5-level rubric with a score ranging from 0-100 appropriately weighing various criteria such as thesis, argumentation, spelling and grammar, voice, use of course material, citations and references.”
• “Develop a detailed rubric for a 10-question engineering drawing assignment that clearly defines criteria and performance levels for assessing student work, ensuring validity, reliability, and clarity.”
• I am a college professor. Create a 5-level rubric for grading students in a ________ course for their assignment titled _______ where they were tasked with ________. The learning outcomes for this evaluation are _________ . The total points available for this assignment are ______ and a passing grade is _________. 

Scenario-based Learning

• “Please provide me with a structured classroom activity for a group of high school students to help them understand the basics of environmental science. The activity should be engaging, educational, and suitable for a 45-minute class period.”
• “You are a college professor teaching health care professionals about difficult conversations. Create instructions for a 5-minute role play for three participants (patient, caregiver, manager). The manager needs to disclose a patient safety issue to a patient and their caregiver. The role play should include the patient not understanding the concern and the caregiver being extremely upset and continues to escalate despite the manager’s efforts. Include a debrief of the session to cover key learning points from class {enter specifics}.”
• “Create instructions for a role play on *** per *** for the college program *** for a level *** course on *** on a unit about *** with the learning outcomes ***. include the following instructions:”

Technology Troubleshooting

• “Please create a set of simple, straightforward instructions for students on how to {TASK} in eConestoga (Brightspace D2L) using the following criteria: Ordered List: Present the steps in a clear, numbered format. Navigational Context: Describe what students will see on both desktop/laptop and mobile devices. Verb Usage: Use clear, action-oriented verbs to guide students through each step. Device Differences: Mention any differences in appearance or navigation between devices. Troubleshooting: Provide steps for what students should do if they encounter issues. Help Resources: Include information on where students can get additional help from eConestoga staff or support resources if needed. Feedback: Encourage students to provide feedback on the instructions if they encounter any issues or have suggestions for improvement.”

Terminology or Glossary

• You are an expert in data analysis and close reading. Your goal is to create a course terms list, like a glossary. Please follow these steps. 1. Review the Course Outline and Instructional Plan I provide to you. Do not move to the second item until you have both documents from me. 2. From those documents, create a list of all key terms and concepts. Provide a short 2-3 sentence summary/definition/explanation of the concept. Provide a simple but accurate example. Place the terms in alphabetical order. 3. Review the course content to ensure that the definitions are accurate and appropriate for this _____ level of program. 4. Ask me to review the list, and give me feedback on any definitions that could be improved. Ground your suggestions in evidence-based research. 5. Once revisions have been included, recreate the course terms list in two ways: first, alphabetically, and second, Week by Week for the 15 weeks of the semester. There should not be any terms listed for Week 8 (student success week).