AI Literacy Faculty Playbook

Teaching AI Judgment, One Habit at a Time.

BE Reflective

Is AI enhancing your learning — or replacing it?

I Can: I can honestly examine how my AI use is affecting my thinking and development, and use what I find to make better decisions going forward.

Building Professional Judgment · Student AI Literacy

Purpose

Reflection is what separates using AI from learning with AI. Students who complete tasks with AI assistance aren't automatically developing — they're producing. BE Reflective is the habit of stepping back and asking the harder question: what did this do to my thinking?

Did AI help students learn something, work through something, or produce something better than they could have alone? Or did it shortcut a process they actually needed to go through? That honest examination — done repeatedly, over time — is what makes AI a tool for growth rather than a substitute for it.

Students develop this capability through repeated, low-stakes opportunities to examine their own AI use honestly — and through a course culture that treats honest self-examination as more valuable than performed positivity.

This is a coaching resource — not a grading rubric unless intentionally connected to a course learning outcome.

Developmental Progression

Introduction

First-Year Experience courses

When students think about their AI use, they describe it in generally positive or neutral terms. They're not yet asking what it did to their learning or their thinking. Reflection feels like a reporting task — it describes what happened without examining it. The goal is introducing the habit of asking harder questions, not just better ones.

Exploration

First-year and general education courses

Students are starting to ask harder questions about their AI use — not just what it produced but what it added or cost them. They can identify a moment where AI use served their learning and one where it didn't. Some of their reflections are starting to change what they do next, even if that doesn't happen consistently.

Application

Program, clinical, shop, and workplace settings

Students examine their relationship with AI — whether they use it heavily, occasionally, or not at all — honestly and specifically. Reflection isn't something they do for a grade; it's how they understand their own development and steer it forward. Their reflections produce genuine changes in behavior over time.

Progression is developmental, not linear. Students may move fluidly between stages depending on the task, the tool, or the course context. The settings under each stage are typical examples, not placements.

I Can Statements

I can examine how my AI use affected my thinking on a specific task — not just what it produced.
I can identify at least one way my AI use helped my learning and one way it may have limited it.
I can use what I discover through reflection to make a different or better decision next time.

What This Looks Like · Habits in Practice

Reflects on AI use in ways that go beyond describing what happened — asking what it meant for their learning
Can identify a specific moment where AI use helped them think more deeply or clearly
Can identify a specific moment where AI use may have shortcut a process they needed
Uses reflection to make a different choice — not just to satisfy a requirement
Returns to earlier reflections to notice patterns in their own AI use over time

Where This Fits Naturally

End-of-assignment or end-of-unit reflections that ask students to examine their process, not just their product
Portfolio or capstone activities where students look back across a semester or program
Journaling activities that ask students to examine how they think, not just what they did
Study skills and learning strategies contexts where metacognition is an explicit goal
Advising and career exploration activities where self-awareness is central
Any course where students are asked to evaluate their own growth or development over time

Blackboard Ultra Quick Wins

These are examples — not requirements. Choose the ideas that fit naturally into your course, assignment, and students' level of experience.

Discussion

Ask students to share one moment when AI use helped their thinking — and one moment when it may have gotten in the way. No right answers, just honest examination.

Sample Prompt

"Think about your AI use this semester. Describe one moment where AI genuinely helped you think or learn — and one moment where you're not sure it did. What's the difference between those two experiences?"

Journal

Build a regular AI reflection journal into any course — a low-stakes recurring prompt that asks students to examine their relationship with AI over time rather than just on one assignment.

Sample Prompt

"This week, when did you use AI? What did you use it for? Looking back — did it help you learn something, or did it help you avoid something? What would you do differently, and why?"

Bb Video Studio

At the end of a major project or unit, have students record a brief reflection on how their AI use affected their learning — not what they produced, but what they understood better (or didn't) as a result.

Sample Prompt

"Record a 60–90 second reflection: How did your AI use on this project affect your learning? Did it help you understand something more deeply — or produce something you don't fully understand? Be honest."

Assignment

Build a learning reflection into any assignment that involves AI — a required section where students examine what AI contributed to their thinking, not just their output.

Sample Prompt

"After completing this assignment: What did you learn through the process of doing it? Where did AI help your thinking — and where might it have gotten in the way of it? What would you want to remember for next time?"

AI Chat Conversation

After any AI Chat activity, require a brief structured reflection — not on the AI's responses, but on what the conversation did to the student's thinking.

Sample Prompt

"After your AI Chat: What did you understand better as a result of that conversation? What are you less sure about now than before? Did talking with AI help you think — or help you avoid thinking?"

Journal (Recurring)

Use a semester-long AI reflection journal where students return to earlier entries and note what has changed — in their AI use, their judgment, and their thinking about their own development.

Sample Prompt

"Look back at your first AI reflection entry from the beginning of the semester. What has changed about how you use AI — and what has changed about how you think about your own learning? What do you want to work on in the time you have left?"

Supporting Student Growth

BE Reflective is the behavior that connects everything else. Students who reflect honestly on their AI use are developing the self-awareness that makes all five BE behaviors sustainable over time.
The hardest part of BE Reflective is honesty — especially when the honest answer is "AI did this for me and I didn't really learn anything." Create a course culture where that admission is welcomed, not penalized.
Reflection only works if it changes something. Push students past description toward implication: not just "what happened" but "what does this mean for what I do next?"
Recurring reflection is more powerful than one-time reflection. A journal that students return to across a semester surfaces patterns that a single prompt cannot.
In technical and health sciences courses, reflective practice is already a professional norm — clinical debriefs, incident reviews, quality improvement cycles. Connect BE Reflective to those existing professional habits.
Watch for the performance reflection: students who write what they think you want to hear. The best antidote is a course culture that genuinely values honest self-examination — and prompts specific enough that vague positivity isn't enough.

Student Reflection Prompts

When you use AI, what are you actually trying to do — learn something, produce something, or avoid something? Does your answer change depending on the task?
Think about a time AI produced something you submitted without fully understanding it. What did that cost you — in learning, in confidence, in preparation for what comes next?
What would it look like to use AI in a way that made you smarter rather than just more productive? Can you think of a time that actually happened?
How has your relationship with AI changed since you started college? What drove those changes — and are you satisfied with where you are?
If you had to describe your AI use philosophy to a future employer or clinical supervisor, what would you say — and would you be comfortable saying it out loud?