Teaching AI in the college course: introducing the AI prompt development life cycle (PDLC)

Abstract

This paper discusses how the public emergence of generative AI is compelling those in academia to rethink teaching and learning and to consider the impact AI has on higher education. The decision as to when to use generative AI in a college course, and when not to, is now a significant component in the development of student assessment and activities. Obviously, there are academic activities that require students to engage in original work. In those instances, generative AI is not appropriate, and faculty will need to consider how to avoid the tool. In those instances where generative AI is encouraged, teaching students to use the tools available to them effectively is necessary. For productive generative AI prompts, awareness of the thought process related to developing prompts, and techniques for writing prompts, is essential. This paper introduces the prompt development life cycle (PDLC) which provides a framework to introduce students to the cognitive aspects of writing a prompt and some basic techniques that can enhance their prompt development skills. Activities to assist in developing the PDLC mindset are also included.