Using generative AI is like having a discussion with a colleague or advisor. To be effective, you need to provide your context, the topic about which you are curious, and the ideal format for the response. This page provides resources for Ohio State instructors and is referred to during many of our interactive workshops. It contains background information about AI, Ohio State resources as well as resources from a variety of sources.
Workshop Materials
- Sample course design prompts
- AI-SPARC Handout
- AI-TiLT Template
- Presentation and recording are available upon request
- Workshop recordings are intended for participants to review. Please direct any additional requests for access to the Drake Institute (drakeinstitute@osu.edu)
Prompt Components (TRACI)
TRACI(opens in new window) is one kind of prompting framework that is useful for engineering prompts of Generative AI. The letters refer to various components of a prompt:
T-Task: Task refers to the type of output the prompt should achieve. For example a rubric, learning goals or a syllabus statement.
R-Role: Role refers to the persona generative AI should take on when responding. For example, an expert educator, a student advisor and instructional designer
A-Audience: Audience refers to the group to whom the response is written. For example, introductory biology students, graduate-level competitive study majors, doctor of pharmacy students.
C-Create: Create refers to the format of the output. For example, 200 words, a three-column table or an acrostic poem.
I-Intent: Intent communicates the purpose of the response. For example, to promote a growth mindset or clearly communicate expectations.
Considering the TRACI model will improve initial prompts and provide guidance as prompts are revised.
Resources
Ohio State University resources
- Ohio State launches bold AI Fluency initiative to redefine learning and innovation
- Artificial Intelligence at Ohio State (ai.osu.edu)
- Teaching and Learning Resource Center -
- Drake Institute
- Teaching and Learning with GenAI Community of Practice Sign up(opens in new window)
- Artificial Intelligence Offers Opportunities and Challenges for Teaching: Perspectives from the Drake Institute
- Artificial Intelligence and Instruction
- GenAI Syllabus Statements: Supporting Transparent Conversations with Students
- Office of Academic Affairs - Artificial intelligence and academic integrity(opens in new window)
- Committee on Academic Misconduct(opens in new window)
- COAM Instructor Resources
- Don’t Fall Victim to Clickthrough Agreements: Use Supported Tools Instead(opens in new window)
Additional resources
- Bowen, J.A. and Watson, C.E. (2024) Teaching with AI : A Practical Guide to a New Era of Human Learning. Baltimore, MD: Johns Hopkins University Press.
- How to Cite AI-Generated Content(opens in new window) Purdue University
- Ithaka S+R Generative AI Product Tracker(opens in new window)
- The Learning with AI initiative from the University of Maine (umaine.edu)(opens in new window)
- Lesson planning with AI: Save time and get ideas(opens in new window)
- Microsoft Copilot(opens in new window)
- Prompt Engineering Guide
- Prompt-ingredients-one-pager.pdf (microsoft.com)(opens in new window)
- Wharton Interactive Crash Course: Practical AI for Instructors and Students — YouTube(opens in new window)
- Prompt Library — AI for Education(opens in new window)
- User’s Guide to the TRACI Prompt Framework for ChatGPT(opens in new window)
- 7 Things You Should Know About Generative AI | EDUCAUSE Review(opens in new window)
References
- Abedi, M.; Alshybani, I.; Shahadat, M.R.B.; Murillo, M., 2023. Beyond Traditional Teaching: The Potential of Large Language Models and Chatbots in Graduate Engineering Education(opens in new window). Qeios. 2023.
- Giray, L. Prompt Engineering with ChatGPT: A Guide for Academic Writers(opens in new window). Ann Biomed Eng., 2023, 1-5.
- Kıyak, Y. S., & Emekli, E. (2024). ChatGPT prompts for generating multiple-choice questions in medical education and evidence on their validity: a literature review(opens in new window). Postgraduate medical journal, qgae065. Advance online publication. https://doi.org/10.1093/postmj/qgae065
- Meskó, B. Prompt engineering as an important emerging skill for medical professionals(opens in new window): tutorial. J. Med. Internet Res, 2023, 25, e50638.
- Mollick, E.,Assigning AI: Seven Ways of Using AI in Class (oneusefulthing.org)(opens in new window)
- Mollick, E., A guide to prompting AI (for what it is worth) (opens in new window)One useful thing
- White, J., Fu, Q., Hays, S., Sandborn, M., Olea, C., Gilbert, H., Elnashar, A., Spencer-Smith, J. and Schmidt, D.C., 2023. A prompt pattern catalog to enhance prompt engineering with chatgpt(opens in new window) arXiv preprint arXiv:2302.11382.\
- Zamfirescu-Pereira, J.D.; Wong, R.Y.; Hartmann, B.; Yang, Q. 2023, April. Why Johnny can’t prompt: how non-AI experts try (and fail) to design LLM prompts(opens in new window). In Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems, 2023, 1-21