Inside SFU’s Artificial Intelligence Learning and Teaching Task Force: Lessons and reflections

After six months of deep dives, tough questions, and cross-campus conversations, SFU’s Artificial Intelligence Learning and Teaching (AILTTF), part of the university's AI Strategy Committee, is gearing up to release new guidelines this fall.

These will support both students and instructors in navigating artificial intelligence (AI) in learning and teaching. In the meantime, task force members share key insights on engaging with AI, its impacts and next steps

How we engage with AI in learning and teaching

For business lecturer Connie Liu, participating in the AILTTF has further emphasized her belief in the importance of keeping students and instructors at the centre when using AI. 

“We looked at a lot of different AI tools during our work with the task force. As an instructor in a technology field, I am also continually exploring and experimenting with these tools. One constant I have discovered is the importance of always keeping a human in the loop. AI is a productivity tool that can allow us to do things in different, exciting ways but I think the key is that we and our students review and engage with the outputs—that is where the learning happens."

For biology lecturer Agata Becalska, one of the key takeaways from her work on the AILTTF is the importance of clear and continuous communication with students.

“One thing that really struck me through this work is that instructors across the institution—even within the same discipline— have very different philosophies regarding the use of AI in their courses, with strong justifications for how AI does or doesn’t contribute to student learning in their context. That is a lot for students to navigate, and it underlines the importance of clear communication. I suggest instructors not only communicate to students what is allowed when it comes to AI in the syllabus, but throughout the course—assignment by assignment if needed.”

Anthropology professor and graduate studies associate dean Pamela Stern notes the importance of instructors exploring AI tools.

“It’s unlikely that we can effectively ban the use of AI tools for coursework. Students may say that they don’t like what they produce, but many of the tools are seductive, especially when they feel pressured for time. I think the best we can hope for is to help students find ways to use chatbots and other GenAI tools in ways that enhance their learning, rather than replace it. To do that, we have to make time and space to experiment with AI tools and model for students appropriate ways to make use of them.”

Rethinking teaching and learning design

For archaeology instructor Laurie Darcus, Her biggest insight from the AILTTF is the need to shift focus from product to process.

“Participating in this task force has made it clear to me that there is no accurate way for instructors to detect AI use. And if you can't detect it, then let's teach them how to use it ethically and responsibly, and in ways that enhance their learning, creativity, and critical thinking. This means rethinking my assignments so they also address how students are working, how they engage with what the AI provides, and what decisions are made. This also means rethinking how marking is done because a lot more material will be submitted—but that is a challenge that I feel equipped to scale.”

For business professor and academic director Eric Werker, the key takeaway is the need to start rethinking what we are asking students to learn.  

“Through the discussions and work on the committee, I have really begun to question what we are trying to teach students and what we are asking them to produce as part of their assessments. Students now have tools that can answer last year’s exam questions with increasing accuracy. Rather than trying to find ways to prevent them from using these tools, we need to start looking at how we can create the spaces and opportunities for our students to use AI-enhanced critical thinking to go beyond the questions we have traditionally asked.”

On the right path

For philosophy lecturer and associate dean Dai Heide, the biggest insight is recognizing that we are all in it together.

“One realization I had through the work of the task force is that SFU is in the same position as many universities. I think sometimes there’s a sense that we’re behind, but that’s not the case. What is true is that we are developing a coordinated and thorough response to the challenges posed by AI that we can be proud of as a community. At the same time, the more I have engaged in this work, the more I recognize that there are many complex issues that we may not be able to address. Our task force is a start, but responding to AI in higher education will be an ongoing project for SFU and the broader post-secondary community.”

For more information on the AILTTF, visit the task force homepage.