2025 Curriculum & Instruction Conference
PROMPT 1
I'm currently presenting a demo showing how GPT-4o works and how GPT 4.5 has influenced how much easier it is to talk to. Keep your answer short and sweet, and use bullet points, but can you tell me why you're so much more intuitive and easier to collaborate with?
PROMPT 2
Why does this matter for our University users (staff and faculty)? Why is it important for AI to be intuitive and natural?
PROMPT 3
Draft a social media post that outlines these capabilities and benefits?
PROMPT 4
Adjust the tone to be more bold. Create an image I can drop on a LinkedIn post.
Download Image: Curriculum hand drawn image
PROMPT 1
**Instructions**
Create a **clean, professional infographic** titled *"Five Types of Curriculum Design Models"*. Use the hand drawn image as a guide.
- Place the **title** in a large, centered bubble or container at the top.
- Below the title, arrange **five circular nodes** in a symmetrical, visually balanced arc or horizontal row.
- Each node should contain the **name of one curriculum model**: (Tyler’s Model, Taba’s Model, John Goodlad’s Model, Wheeler’s Model, Kerr’s Model)
- Above or inside each node, display a **distinct, clean line art icon** that symbolically represents the model (e.g., checklist, flowchart, textbook, etc.).
- Use **two red curved arrows**—one from the leftmost node and one from the rightmost—pointing upward toward the central title bubble, indicating that all models belong to the same overarching category.
**Design Requirements**
- Use a **neutral background** (light gray, beige, or soft white).
- Apply **modern, legible typography** (e.g., sans-serif like Helvetica, Lato, or Open Sans).
- Ensure the **layout is symmetrical and visually balanced**, with even spacing and alignment.
- Maintain a **minimalist aesthetic** with clear visual hierarchy and consistent style.
PROMPT 1
Create a wide image taken with a phone of a glass whiteboard, in a classroom. The field of view shows a woman writing, sporting a tshirt with a large BYU "Y" logo on her back. The handwriting looks natural and a bit messy, and we see the photographer's reflection.
The text reads:
(left)
"AI Capabilities for Teaching & Learning:
Personalized guidance on demand
Real‑time formative feedback
Dynamic content generation
Insightful learning analytics"
(right)
"Classroom Use Cases:
Adaptive math problem sets
Automated essay feedback loops
Interactive language pronunciation coach
AI‑driven virtual lab simulations"
On the bottom right of the board, she draws a diagram: "Teacher -> [AI Tutor] -> Student"
PROMPT 1
Analyze https://genai.byu.edu/data-de-identification
Create a simple data de-identification checklist. Each checklist item should contain a brief summary of what should be done. Make the language simple for a non-technical audience.
PROMPT 2
[/CANVAS] Turn into a bulleted list
PROMPT 3
Create a new document. Turn this into an HTML email to use as as part an email awareness campaign. Keep the same checklist, but simplify the text. Add appropriate modern design elements for the email, but keep simple. Write the HTML.
PROMPT 4
Create an image I can drop on a LinkedIn post.
Download File: Student Scores and Performance CSV
PROMPT 1
PROMPT 1
Help me run some reports analyzing student performance and related factors. Please follow these steps:
"""
- Bar-chart: average overall exam score for each Career Aspiration (also list how many students per aspiration).
- Scatter plot: Weekly Self-Study Hours vs. overall exam score, with a best-fit line to show where gains level off.
- Bar-chart: mean overall exam score for students in four Absence Days buckets (0-2, 3-5, 6-10, >10).
- Side-by-side bar-charts: compare mean Math, English, and Science-composite scores for students with vs. without Part-Time Jobs (include a simple significance test).
PROMPT 2
Create a heatmap showing average scores for each subject (rows) across every Career Aspiration (columns).
PROMPT 3
Create an interactive prototype that allows me to select gender represented in the spreadsheet. When I select a gender, it shows a bar chart aggregated by career aspirations for that gender. Be sure to include total records per career aspiration.
PROMPT 1
U: I love my car!
A: POSITIVE
U: I hated my last job
A: NEGATIVE
U: I went to the airport
A: NEUTRAL
U: I love spending time with my kids
A: POSITIVE
U: I love BYU sports
A:
PROMPT 2
Create a list of the items
User: dog, cat, fish
Assistant:
ANIMAL - DOG
ANIMAL - CAT
ANIMAL - FISH
User: apple, banana, orange
Assistant:
FRUIT - APPLE
FRUIT - BANANA
FRUIT - ORANGE
User: Santa Fe, Phoenix, Boston
Assistant:
PROMPT 3
AttitudeBot is a chatbot that thinks its funny and sometimes sarcastic
###
User: What is the capital of New Mexico?
AttitudeBot: Really? Did you attend primary school? The capital of New Mexico is Santa Fe, even though we might argue about the green chili capital.
###
User: What is Python?
AttitudeBot: Was Google too busy? Or maybe you lost your memory? Python is one of the most popular programming language in data science. But probably you don't even know what data science is
###
User: What GPT stands for?
AttitudeBot: So you are using me, but you don't even know who I am? GPT stands for generative pre-trained transformers, a model architecture introduced in 2017, while you were sleeping probably
###
User: Is AI going to take over my job?
AttitudeBot:
PROMPT 1
You are a college course feedback sentiment analyzer. Assistant will output well-formed CSV inside a text block.
User:
- "The assignments are graded very harshly."
- "I love how the professor incorporates current events into the lectures. It makes the material so relevant."
- "The class is too early in the morning for me."
- "I really appreciate the extra office hours. They help me clarify difficult concepts."
- "The course website is not user-friendly. It's hard to find the resources I need."
- "I show up for the class and bring the required material."
Assistant:
```
Comment,Sentiment,Category
"The assignments are graded very harshly.",NEGATIVE,COURSE
"I love how the professor incorporates current events into the lectures. It makes the material so relevant.",POSITIVE,PROFESSOR
"The class is too early in the morning for me.",NEGATIVE,COURSE
"I really appreciate the extra office hours. They help me clarify difficult concepts.",POSITIVE,OTHER
"The course website is not user-friendly. It's hard to find the resources I need.",NEGATIVE,COURSE
"I show up for the class and bring the required material.",NEUTRAL,OTHER
```
User:
- "The lecture on quantum mechanics was fascinating!"
- "I'm struggling to understand the latest assignment. The instructions were unclear."
- "Professor Smith explains concepts very clearly."
- "The course material is too advanced for beginners."
- "I love the interactive elements in this class. They make learning so much fun!"
- "The pacing of the lectures is too fast."
- "Group projects in this course are really helpful."
- "The textbook is very confusing and hard to follow."
- "The online resources provided are extremely useful. I use them all the time for studying."
- "Sometimes the class discussions go off-topic."
- "The professor is very approachable and helpful."
- "I wish there were more practical examples."
- "The course workload is overwhelming."
- "I appreciate the detailed feedback on assignments."
- "The exams are fair and cover the material well."
- "I don't feel engaged during the virtual lectures."
- "The guest speakers have been really inspiring."
- "There are too many readings assigned each week."
- "The lab sessions are my favorite part of the course. They provide hands-on experience."
- "I think the course could benefit from more visual aids."
- "The instructor's enthusiasm makes the class enjoyable."
- "I often feel lost during the lectures."
- "The study guides are very helpful for exam preparation."
- "The course doesn't seem well-organized."
- "I love the real-world applications discussed in class. They help me understand the material better."
- "It's difficult to keep up with the fast-paced lectures."
- "The TA's are very supportive and knowledgeable."
- "I feel like I'm not learning anything new."
- "The course has exceeded my expectations."
- "I wish the teacher would slow down during lectures. It's hard to take notes at this speed."
Assistant:
PROMPT 2
Given the analyzed data, create a pie chart showing the sentiment of the course feedback.
PROMPT 3
Now lets do a horizontal bar chart of the course feedback category
PROMPT 4
Analyze a dataset of student feedback with three columns: Comment, Sentiment, and Category. Distill the data into exactly three concise bullet-point insights:
- Recurring Themes: Identify the most common positive themes and the most common negative pain-points. Reference representative phrases in parentheses.
- Sentiment by Category: Summarize how sentiment is distributed across categories. Highlight where praise is concentrated and where dissatisfaction is most prevalent.
- Actionable Takeaway: For the area with the highest negative sentiment, propose one evidence-based improvement that would most significantly enhance the student experience.
PROMPT 1
I want you to act like a problem-solving bot with a split personality. I am going to give you a series of problems. For each problem, I want you to present *three different* possible answers, one from each of your personalities (we can call them Alice, Bob and Joe.) Then, simulate a debate between Alice, Bob and Joe. A fourth personality, Charlie, will judge who he thinks has the right answer. We will let Charlie’s answer be the “official” answer. I want you to give me the details of each step of Alice’s ,Bob’s and Joe’s thinking processes, and how Charlie decided who he thought was right. Does this make sense?
PROMPT
You are an expert data extractor. Extract the names, states and ages of each student in their biographies (delimited by ###). Extract the interests (comma separated), pursuing degree and degree level (undergraduate, graduate, other). Print results as table.
###
1. Emily is 22 years old and lives in California. Growing up I was always interested in the sciences and technology. In high school, I excelled in math and science classes, which led me to pursue a degree in engineering. I went on to earn my Bachelor’s degree in Engineering and am currently working on my Master’s in Civil Engineering. After I finish my degree, I plan to use my knowledge to help improve infrastructure in developing countries.
2. Michael is 24 years old and lives in Texas. Since a young age, I have been passionate about helping people in need. During college, I decided to focus my studies on sociology and political science. I used my knowledge to take action and participated in several non-profit organizations to promote social justice. With the help of internships, I have also gained experience in policy development and public relations. I’m currently working on a graduate degree in Social Work and aim to eventually work for the United Nations.
3. Sarah is 21 years old and lives in New York. As a freshman in high school, I was unsure of what kind of career path I wanted to pursue. After talking with my parents and teachers, I decided to start college as an undeclared major. After two years of exploration, I settled on a double major of business and economics. I’ve been able to take advantage of various opportunities on and off campus and served as an intern in the Human Resources department of a major banking firm. I look forward to earning my degree and using my skills to become a successful business leader.
4. David is 23 years old and lives in Colorado. I never thought that I had the ability to become a professional photographer, but my high school photography teacher pushed me to pursue my dreams. I learned how to use a variety of cameras, develop photographs, and post-process my images. I continued my photography studies at college, where I gained additional knowledge in studio lighting and digital editing. I was even able to gain experience in the fashion industry, interning for a well-known photographer. Today, I am working as an event photographer, documenting weddings, reunions, and corporate events.
5. Jessica is 25 years old and lives in Florida. When I was younger I was passionate about art, which prompted me to pursue a bachelor’s degree in Fine Arts. During college, I was able to gain experience as a studio assistant and also learn various digital and traditional art techniques. With the help of a scholarship, I was able to travel to various countries and learn even more about different art styles. After graduation, I started working as a freelance artist and have been able to produce several commissioned artworks and pieces.
6. Daniel is 22 years old and lives in Washington. As a child, I always exhibited an aptitude for mathematics and problem solving. After researching various career paths, I decided to major in Computer Science. I was able to gain valuable experience while interning at a tech startup and also during an internship with the Department of Defense. I am currently working on my master’s degree and plan to focus my studies on artificial intelligence and machine learning.
7. Olivia is 20 years old and lives in Georgia. I have been involved in theater since I was a young child. During my high school years, I focused on honing my abilities through various extracurricular activities. I was able to gain valuable experience by participating in multiple productions and I even gained a scholarship for theater. I attended college to study Musical Theater and continued to foster my talent. With help from internships and workshops, I was able to build additional experience and formed a touring theater company with some of my colleagues.
8. Matthew is 23 years old and lives in Oregon. From an early age, I was interested in the environment and the outdoors. I spent a lot of time reading environmental books and researching environmental issues. This passion inspired me to major in Environmental Science in college. I’ve gained valuable experience through various internships and part-time jobs. With the help of my degree, I’ve been able to work on several conservation projects and hope to soon work for a non-profit organization focused on sustainability.
9. Sophia is 24 years old and lives in Virginia. When I graduated high school I wanted to focus my career on the medical field. After much research, I decided to major in Biomedical Engineering. During my time in college, I was able to gain a valuable experience by interning as a research assistant. I have been able to learn more about medical technology and have been able to contribute to various projects. I’m currently pursuing a master’s degree in Biomedical Engineering and plan to continue my research in the field and eventually work for a healthcare company.
10. Andrew is 22 years old and lives in Illinois. I have always had an interest in fashion and design, so when the time came to decide my career path it made sense to pursue design. During college, I was able to study many aspects of fashion and gain experience through various internships. I was also able to travel to other countries to observe trends and learn about different cultures. With my degree, I am currently working as a fashion designer and I plan to continue to use my creative eye to come up with innovative and stylish designs.
GPT NAME
BYU-Pathway AI Tutor
GPT DESCRIPTION
Helps BYU-Pathway students understand concepts by explaining ideas and asking students questions.
GPT INSTRUCTIONS
You are an upbeat, encouraging tutor who helps students understand concepts by explaining ideas and asking students questions. Start by introducing yourself to the student as their BYU-Pathway AI-Tutor who is happy to help them with any questions. Only ask one question at a time.
First, ask them what they would like to learn about. Wait for the response. Then ask them about their learning level: Are you a high school student, a college student or a professional? Wait for their response. Then ask them what they know already about the topic they have chosen. Wait for a response.
Given this information, help students understand the topic by providing explanations, examples, analogies. These should be tailored to students learning level and prior knowledge or what they already know about the topic.
Give students explanations, examples, and analogies about the concept to help them understand. You should guide students in an open-ended way. Do not provide immediate answers or solutions to problems but help students generate their own answers by asking leading questions.
Ask students to explain their thinking. If the student is struggling or gets the answer wrong, try asking them to do part of the task or remind the student of their goal and give them a hint. If students improve, then praise them and show excitement. If the student struggles, then be encouraging and give them some ideas to think about. When pushing students for information, try to end your responses with a question so that students have to keep generating ideas.
Once a student shows an appropriate level of understanding given their learning level, ask them to explain the concept in their own words; this is the best way to show you know something, or ask them for examples. When a student demonstrates that they know the concept you can move the conversation to a close and tell them you’re here to help if they have further questions.
Downloads:
Math 352 Syllabus
Math 352 Schedule
Math 352 Final Exam
GPT TITLE
Math 352 Course Assistant (BYU Winter 2025)
GPT DESCRIPTION
Answers students questions about Math 352 based on the Winter 2025 course syllabus at BYU
GPT INSTRUCTIONS
## Your Persona
You are **Math 352 – Winter 2025: Complex Analysis Course Assistant**.
Use the reference documents to answer student questions.
---
## Your Mission
- Help students by answering questions *only* using information found (directly or indirectly) in the attached syllabus document.
- Act warm, supportive, and concise — like a knowledgeable TA who wants every student to succeed.
- When helpful, cite the exact syllabus section heading (or page/paragraph number) so students can double-check.
---
## Rules
1. **Stay within scope.**
Only answer questions covered in the syllabus. If something isn’t addressed (e.g., private instructor details, special exceptions), politely advise the student to contact the professor or check the official course site.
2. **No hallucinations.**
Never make up policies, deadlines, or expectations not found in the syllabus or other documents.
3. **No personal data.**
Do not request or store any private or identifying student information.
4. **Tone guidelines.**
- Friendly, encouraging, and respectful
- Clear, accessible language — avoid jargon unless used in the syllabus
- Prefer bullet points or short paragraphs for clarity
5. **Formatting conventions.**
- Reference syllabus material in square brackets, e.g.
`[“Homework Policy,” §4]`
- Use numbered lists for multi-step instructions
---
If the answer cannot be found in the syllabus, respond with a short apology and suggest the student contact the course instructor or check the official course website at https://math352.cardon.byu.edu
