Abstract: This resource, AI Prompting in Higher Education PLC , documents a three-part Professional Learning Community (PLC) series led at Westcliff University in Summer 2025 by Dr. Shelley L. Spessard, Ed.D. The series introduces faculty to the practice of AI prompting as a pedagogical tool, providing a scaffolded approach from foundational knowledge to advanced classroom integration and finally to teaching students prompt literacy. Session 1 establishes the fundamentals of effective prompting and explores AI’s capabilities. Session 2 advances to classroom strategies, assignment design, and evaluation of AI-assisted student work. Session 3 emphasizes preparing students for an AI-augmented future by embedding prompting as a core literacy skill alongside ethical considerations. The resource integrates established learning frameworks such as Bloom’s Taxonomy (Anderson & Krathwohl, 2001) and Webb’s Depth of Knowledge (1997), demonstrating how AI prompting can be aligned with higher-order thinking and critical engagement. It also introduces the Prompting-as-Pedagogy (PaP) model, positioning prompting not as a technical task but as a teaching move that enhances rigor, equity, and creativity. This PLC guide is intended for higher education leaders and instructors seeking practical tools to implement AI responsibly, support student learning, and build AI literacy across disciplines.
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