Simulation & Role-Play

This AI Spark will implement a qualitative analysis process in Marketing Research classes. Classes will go through all the stages of performing a thematic qualitative analysis on focus group discussions. For every step of the project, students will create Gemini Gems and Gemini Notebook projects to: create a Statement of Work (phase 1), create a Focus Group Moderator Guide (phase 2) and a Pre-qualification Survey (phase 3), clean and anonymize Focus Group Transcripts (phase 4), perform Thematic Analysis (phase 5), and generate a Qualitative Report presentation (phase 6).

Within this Digital Literacy course, these two AI Sparks enhance major elements of the class by shifting students from passive content review toward experiential, AI-supported learning. The first exercise replaces a traditional competency quiz and challenges the student to consider forms of learning based on simulation rather than simple rote memorization. The second exercise guides students through the structured use of generative AI to create a professional digital portfolio.

As the major written assignment in SPM 5605: Sport Governance, students complete a Sport Governance Policy Brief at the end of the semester (Appendix A in Canvas). To scaffold student learning and support the development of this assignment, three AI-supported activities will be incorporated throughout the semester. These activities are intended to assist students at different stages of the writing process and enhance their ability to develop, refine, and communicate policy recommendations effectively (Appendix B in Canvas). 

When entrepreneurship students role-play with each other during business pitch scenarios, they are not necessarily skilled in poking holes in ideas or arguments or in facing a challenging buyer. This AI Spark learning activity helps replicate the real-world experience of selling to a difficult customer.

The purpose of this Spark is to support students' preparation for a class debate on "to plan or not to plan," whether planning matters or generates public good. In past years, students have struggled to provide both arguments and evidence, as well as to prepare effective rebuttals to the opposing team's arguments; the debate coach prompts them to do these things by providing pushback and guidance (without offering answers).

The AI Deployment Review Board moves graduate nursing students from discussing AI ethics in the abstract to exercising applied governance judgment by seating them on a review board that must reach a defensible, conditional decision about an AI tool or policy the student selects and brings to the board.

This AI activity uses Gemini Gems to help students generate and refine AI prompts that create accurate visual illustrations of complex geotechnical engineering concepts, such as lateral earth pressure and retaining wall systems. Students evaluate and improve the AI-generated illustrations using engineering principles, strengthening their understanding of complex concepts while developing AI literacy, prompt engineering, critical thinking, and visual communication skills. 

Graduate counseling students rarely get to rehearse suicide risk and behavioral threat assessment before doing it with real youth, because live cases cannot be summoned on demand and practicum exposure is uneven. This AI Spark gives every student unlimited, developmentally realistic practice interviewing a simulated adolescent client and determining risk or threat level, with immediate structured feedback against established clinical frameworks.

This Spark is designed to help athletic coaching students practice and demonstrate their ability to navigate conversations about food logging with youth athletes. It addresses the instructional challenge of having students articulate informed, research-backed positions on adolescent nutrition tracking while maintaining professional scope of practice.

The purpose of this activity is to provide doctoral students with authentic feedback that can be delivered by a professional peer reviewer during a journal article review process and to encourage them to write a response letter to process the feedback provided. Providing meaningful feedback and getting learners to process the feedback are different phenomena, and the latter is less common.