Real Life Examples at JIBC
Some real life examples of what good looks like.
On this page:
Example 1: Critical Reading and Writing In Liberal Studies - AI Is Not Permitted
In courses such as Critical Reading and Writing and Academic Reading and Writing within the Liberal Studies program, the learning outcomes focus on developing students’ independent critical thinking, reading comprehension, and academic writing skills. These courses require learners to engage deeply with texts, analyze themes, and construct original arguments based on their own interpretations. Because the core purpose of the course is to strengthen these foundational academic skills, the use of generative AI tools (e.g., for summarizing or drafting responses) is not permitted unless explicitly stated otherwise by the instructor. Allowing AI in these cases would undermine the integrity of the assessment and the learning process itself. Submitting AI-generated work in these courses would be considered academic misconduct under JIBC’s Student Academic Integrity Policy. This example illustrates that faculty are not required to integrate AI into their courses, especially when the course outcomes depend on personal skill development and authentic student voice.
Example 2: Motivational Interviewing and Dynamic Supervision In Corrections – AI Is Permitted and Integrated In Course
In courses such as Motivational Interviewing and Dynamic Supervision in Corrections, AI is intentionally integrated into the course design to enhance experiential learning through role play and scenario-based simulations. These courses focus on helping learners develop interpersonal communication skills, such as de-escalation, empathy, and behavior change conversations, which are essential in correctional settings. After working through instructional content and strategies (e.g., reframing, open-ended questions), learners engage in simulated conversations with an AI-generated character—such as an inmate struggling with personal hygiene. In this role play, the AI behaves as a challenging or resistant individual, allowing learners to practice navigating difficult interactions in a safe, responsive environment. In this case, AI is not used to generate student work or complete assessments, but rather as a tool to simulate realistic scenarios that support skill applications. This example demonstrates how AI can be used meaningfully within a course without replacing student learning or critical thinking.
Example 3: Capstone Research Projects – AI is Permitted With Restrictions
In capstone research projects across various programs—AI tools may be used by students with clearly defined boundaries. Learners are permitted to use AI during the early stages of their project to help brainstorm ideas, refine potential topics, or turn a general area of interest into a focused research question. This can be especially valuable for students who feel stuck or unsure about how to begin. The Writing Centre & Library at JIBC has supported many learners in this process and has found that working collaboratively with students who use AI for brainstorming can be a helpful way to guide them toward strong, researchable questions. However, once a topic is chosen, students are expected to independently conduct their research and write their paper. AI tools are not permitted for sourcing information, analyzing research, or generating written content. Learners must find and evaluate credible sources, apply critical thinking, and express their understanding in their own academic voice. This example highlights how AI can be used as a starting point, while academic integrity is maintained through original research and writing—with the added support of resources like the Writing Centre & Library, and instructor guidance.
The examples provided above are intended to illustrate different ways AI use may or may not be used in courses. They are meant to help guide faculty and administrators in deciding whether and how AI might support their course outcomes. If AI is permitted in a course, standard academic expectations still apply. Learners must properly cite and reference any AI-generated content they use (see the section on Citation and Copyright), and they remain responsible for upholding academic integrity, including avoiding copyright infringement and respecting intellectual property rights.