In Duke’s Pratt School of Engineering, Brinnae Bent is leading trailblazing efforts to integrate the use of generative artificial intelligence (GenAI) into teaching and learning. As an Executive in Residence in the Engineering Graduate and Professional Programs at Duke University, Bent brings a wealth of experience bridging the gap between research and industry in machine learning.
Bent teaches courses such as Deep Learning Applications, Emerging Trends in Explainable AI, and Sourcing Data for Analytics, embodying the principles she imparts by actively incorporating GenAI into her teaching methodologies. For her, GenAI isn’t just a subject of study; it’s a transformative tool that enhances creativity, fosters deeper engagement, and cultivates critical thinking among her students.
GenAI as a Co-Teacher
In preparing her lessons, particularly for the technically intensive Responsible AI course, Bent uses GenAI as a collaborative thought partner. Claude, her preferred GenAI tool, assists her in brainstorming innovative ways to present complex concepts—often through visuals, analogies, or interactive diagrams. This approach allows GenAI to augment her teaching, enriching the educational experience for her students without supplanting her role as the educator in the process.
One of her notable innovations is the development of Hack Your Grade, an AI-powered experience where students are challenged to outsmart a language learning model specifically designed to resist awarding high grades. This gamified learning experience is both engaging and educational, exemplifying the potential of GenAI in creating dynamic learning environments.
You are invited to explore Hack Your Grade.
Setting Clear Boundaries with Students
Bent encourages her students to engage with GenAI tools, but emphasizes the importance of doing it with integrity and intentionality. Her expectations are explicit: students must cite the tools they use – an example citation is provided and they must include specific versions (such as GPT-4o, Claude 3.5, etc.), and students should only use them after making their own initial attempts. In her syllabus, she clearly states, “These tools should be used to augment your learning, not as a crutch to hasten work you procrastinated on,” and she warns students that these tools are prone to error. By promoting critical engagement with GenAI tools, her approach finds a balance between innovation and responsible use.
When Bent talks to students about GenAI in class, she approaches it through the lens of accommodating diverse forms of student expression. She does this by allowing reflections in various formats—code demonstrations, videos, written responses, and more. Moreover, she emphasizes content over mechanics when evaluating reflections, creating an environment where students don’t feel they need perfect grammar and spelling. She embraces this approach to create a safe space where students feel free to express themselves naturally, without feeling pressured to rely on GenAI tools for perfection. This approach helps students develop confidence in their own abilities while learning to identify appropriate contexts for GenAI assistance.
Advice for Faculty: Start Small, Stay Curious
When advising fellow instructors, Bent advocates for a measured and exploratory approach by encouraging them to start small. She suggests experimenting with GenAI tools themselves before doing so with students. One idea she promotes is creating student personas for your students to test how different learning styles might respond to various course concepts and activities.
For example, an instructor might simulate a neurodiverse student who prefers visual explanations, a multilingual learner who benefits from simplified language, or a student with test anxiety who engages more with project-based work. These simulations can reveal potential barriers or misunderstandings before an assignment, assessment, or explanation are rolled out in class. This can help educators uncover blind spots and design more inclusive, effective learning experiences. Explore example prompts you can use with GenAI to create detailed student personas that inform and enhance your course design here.
She understands why faculty might be scared, nervous, or skeptical, and recognizes these concerns as reasonable given the tools’ limitations and the somewhat chaotic, constantly changing state of AI development. Despite this, she believes it could be a disservice to both educators and students if they don’t explore how GenAI might enhance their teaching workflows.
Reimagining the Future—Together
Integrating GenAI into teaching and learning isn’t just about keeping pace with technology; it’s about reimagining pedagogical approaches to teach more inclusively and meet students where they are. Bent’s methods provide a compelling blueprint that balances technical rigor with creative pedagogy, clear guidelines with experimental freedom, and healthy caution with genuine curiosity.
As GenAI tools evolve, so too must our educational approaches. Bent’s work demonstrates how thoughtful experimentation can unlock new possibilities for both instructors and students, fostering a more innovative, engaging, and equitable learning environment for all.
If you are ready to incorporate GenAI into your teaching practices, please reach out to our Teaching Consultants for personalized support and guidance.
