Learning Lab | ChatGPT in Higher Education: Exploring Use Cases and Designing Prompts

Part 1: July 11 | 12:00–1:00 p.m.ET
Part 2: July 13 | 12:00–1:30 p.m. ET
Part 3: July 20 | 12:00–1:30 p.m. ET
Part 4: July 27 | 12:00–1:30 p.m. ET


Are you a higher education professional interested in exploring the potential of artificial intelligence (AI) to enhance your professional work and your work with learners? In this Learning Lab, Stephen Atlas will guide you in exploring the effective and responsible use of this emerging technology.

By the end of this Learning Lab, you will have gained practical experience and strategies for engineering prompts that support your goal of using AI technologies in higher education settings. This includes considering where and how to incorporate AI prompting into your own and your students' workflows. Regardless of your prior experience with AI, this Learning Lab will equip you with the necessary tools and knowledge to write effective prompts that balance integrity, innovation, and inclusion.

Please note that an active account with ChatGPT by OpenAI is required to participate in this program. Join us to explore the potential of AI in enhancing higher education working processes.

Notice: This content was written with help from ChatGPT by OpenAI. Learn more in this Learning Lab.

Learning Outcomes:

NOTE: You will be asked to complete assignments in between the Learning Lab segments that support the learning outcomes stated below. You will receive feedback and constructive critique from course facilitators.

  • Demonstrate an understanding of the capabilities and limitations of conversational AI platforms, including ChatGPT by OpenAI. This includes the ability to generate text, answer questions, and conduct conversations.
  • Identify appropriate use cases for incorporating AI prompting into various higher education workflows, such as student support services, research, and teaching.
  • Apply best practices for training and fine-tuning prompts to optimize AI performance for specific tasks and contexts.
  • Evaluate the quality and accuracy of AI-generated text and responses, and make appropriate adjustments to ensure they meet professional standards and expectations.
  • Collaborate effectively with colleagues and stakeholders to identify opportunities for integrating AI prompting into existing workflows, and communicate the potential benefits and risks of doing so.

Target Audience

Higher education professionals who are learning to incorporate AI prompting into their work and in working with students.


Stephen Atlas Stephen Atlas, Associate Professor of Marketing, University of Rhode Island

Rob Gibson Rob Gibson, Director, ITAS, Wichita State University Campus of Applied Sciences and Technology

Joshua Weiss Josh Weiss, Director of Digital Learning Solutions, Stanford University