AI Literacy Faculty Playbook – Appendix B: The BE Framework at OCTC (Draft)

AI Literacy Faculty Playbook

Teaching AI Judgment, One Habit at a Time.

Appendix B

The BE Framework at OCTC

At OCTC, the BE Framework is the student part of a college-wide AI literacy framework that also covers faculty and staff. All three share the same five areas of AI judgment and the same three-level scale. This appendix shows how the playbook lines up with that framework.

Faculty Guide · OCTC · Draft

Draft. This appendix reflects the OCTC AI Literacy Framework review draft from September 2026. It will be updated when the framework is final. Other colleges adapting this playbook can replace or remove this page.

How the BE Behaviors Connect

Each BE behavior is the student version of one of the college’s five shared dimensions. Faculty and staff have their own versions of the same five.

BE behaviors mapped to OCTC shared dimensions
BE behavior	OCTC shared dimension	What it covers
BE Safe	Understanding & Safety	Knowing enough about how AI works, including what it does with your information, to decide whether and how to use it.
BE Honest	Integrity & Transparency	Using AI honestly and being accurate about what you did and what AI did.
BE Critical	Critical Judgment	Checking AI output against what you know before acting on it.
BE Responsible	Intentional Use & Responsibility	Choosing on purpose when AI fits the work, and owning the result.
BE Reflective	Reflection & Growth	Noticing how using AI, or not using it, is affecting your learning and your work, and adjusting.

Stages and Levels

The playbook describes three stages students move through as they build each habit. The college framework uses a three-level scale for self-assessment. The two line up like this:

Playbook stages mapped to OCTC framework levels
Playbook stage	OCTC level	What the level means
Introduction	Level 1: Beginning	Starting to notice and use the behavior, sometimes on their own and often with a nudge.
Exploration (early)	Level 1: Beginning	Practicing across courses, still inconsistently.
Exploration (by the end)	Level 2: Practicing	Using the behavior in most situations with reasonable consistency. This is OCTC’s proposed target.
Application	Level 3: Applying	Using the behavior independently and consistently, with clear reasoning, including in new situations and in their field.

Both describe the quality of a student’s judgment, not how often they use AI.

Students Who Don’t Use AI

Not using AI is recorded as a status, not a level, because how often someone uses AI and how well they judge it are two different things.

Not yet considered. The student doesn’t use AI and hasn’t had a reason yet to think about whether it belongs in their work. That’s not a shortcoming. Usually it just means no one has asked. A student who uses AI regularly, even without thinking much about it, is on the scale rather than in this status.

Considered and declined. The student has thought it through and decided not to use AI for a particular course, task, or stretch of time. That can be a sign of strong judgment, so this status can go with any level on the scale.

Assessment – At the Instructor’s Discretion

The BE Framework is a teaching and coaching tool. The college framework’s levels are meant for self-assessment and growth, and they aren’t used to score or rank students.

Whether and how to assess AI use in a course is up to the instructor. You decide how AI fits each assignment, which AI use label it carries, and whether any of it counts toward a grade. Many instructors coach these behaviors through feedback and reflection without grading them. If you want a behavior to count, the workbook’s checkpoints exercise shows low-stakes ways to do that, with sample prompts and a sample rubric row. When a course writes a BE behavior into a student learning outcome, it’s assessed as that outcome, the same way as any other.