Real-World AI Use Cases at TXST

AI is embedded in writing and research assignments to support the analysis and synthesis of complex information. Students use AI as a collaborator for idea generation, document structuring, and revision. Each activity reinforces critical awareness of when and how to integrate AI responsibly within the writing process.

Courses
Technical Communication Curriculum

This model strengthens students’ ability to evaluate, adapt, and refine AI-generated content. Participants report improved technical writing precision and greater understanding of the ethical and rhetorical dimensions of AI-supported communication.

AI tools are incorporated into design courses to assist with project management, research, ideation, and image generation. Students learn to integrate AI thoughtfully into their creative processes, balancing innovation with critical evaluation. AI is positioned as a collaborator that supports decision-making and strategic design development.

Courses
ARTC 3303 – Branding Systems III (Trademark Design)
ARTC 4315 – Senior Studio in Communication Design

AI integration has enhanced creativity, efficiency, and engagement. Students explore more design options in less time, develop stronger conceptual connections, and gain confidence in using AI to align strategy with execution.

Dr. King integrates multiple AI applications to support writing and accessibility. NotebookLM-generated slides and podcasts present research content in multiple formats. Turnitin Draft Coach and Grammarly are offered as optional writing tools for feedback before final submissions. Students are also given practice assignments to explore AI-assisted writing ethically and effectively.

Courses
CTE 5306 – Instructional Materials Development Technology
OCED 4360 – BAAS Capstone Part I
CTE 5303 – Introduction to Interdisciplinary Studies
OCED 4350, OCED 3350 – Writing and Communication Courses

Students with demanding work schedules and reading challenges benefit from audio-based content and accessible learning materials. Draft Coach and Grammarly improve writing quality, confidence, and clarity while maintaining authentic student voice.

Custom AI tutors have been created for accounting students. These tutors reference actual course materials and provide structured interactions through pre-programmed prompts for exam preparation, topic review, and peer-teaching simulations. Students engage with these tools to test comprehension, generate practice questions, and explain concepts to virtual learners.

Courses
ACC 4313 – Financial Statement Auditing
ACC 5320 – Advanced Auditing

The AI tutors have significantly enhanced comprehension and study efficiency. Student feedback highlights improved engagement and understanding of complex topics. Faculty across departments have adopted similar practices after observing the success of these implementations.

Dr. Hastings integrates AI within a holistic learning design strategy. Course activities are aligned with learning outcomes to ensure that AI tools are used to offload nonessential tasks, such as literature searches or grammar review, allowing students to concentrate on higher-order thinking. In SAHE 5179: Teaching and Learning in Higher Education, students utilize Gemini, Grammarly, and NotebookLM to explore learning theories through podcasts, bibliographies, and group-designed lessons. 

SAHE 5387 – Research Methods 
SAHE 5179 – Teaching and Learning in Higher Education 
CI 7360 – Research Design Impact 
This structure encourages critical reflection about AI’s role in academic and professional contexts. Students gain deeper insight into ethical, environmental, and cognitive implications while improving their metacognition and understanding of effective learning strategies.

AI activities are incorporated into every course. Students are encouraged to pose their questions to AI systems and compare those responses with faculty guidance. Course discussions often begin with statements such as, “When AI was queried, the following response appeared…” followed by reflection and revision. Assignments now include prompts like “Identify ethical considerations when using AI in healthcare.”  

Courses  
HIM 4393, HIM 5351, HIM 5342, HI 4401, HIM 5352, HIM 5353 This approach develops students’ inquiry skills, critical thinking, and ethical awareness. As assignment prompts evolve, students engage in more sophisticated discussions regarding AI’s influence on healthcare practice and professional integrity.

Dr. Aspbury developed a course-specific chatbot titled “Two Truths and a Lie.” Students interact with the bot by analyzing three statements to identify which one is false and explaining the reasoning behind their choice. Each interaction connects directly to course learning outcomes. After using the chatbot, students complete a discussion prompt reflecting on what was learned and which aspects were most challenging.

Courses BIO 1331 – Introductory Biology 

The chatbot enhances engagement by providing an interactive and personalized learning experience. Because the bot’s responses are tailored to course objectives, students receive focused feedback aligned with required content knowledge. This structure promotes deeper learning and sustained participation.  
Access the chatbot (password: hal9000)

I use ChatGPT for code generation not because I don't know how to code, but because it is much faster. ChatGPT is a fantastic "ghost writer". I can prompt it with a request and if I think its response contains mistakes, I can tell it why and then ask it to give me another response. It will find its own mistake and most of the time the next response is a good answer. If it makes another mistake, I can repeat the process until I get a response that is worth attempting to deploy to my application. I think of my relationship to ChatGPT as a collaboration.

I used ChatGPT to collect information from multiple websites that would have taken a long time to accomplish manually. I needed some information about high school programs of study from across the United States. A simple request to ChatGPT generated a list of states that had the information I needed and I was then able to quickly verify manually that the results were accurate. This was a significant time saver for me and delivered data that I might have not been able to collect otherwise. 

I use artificial intelligence, principally Copilot, to provide a broad overview of an area of the law, in response to a crafted prompt, and then use its response to direct me to the specific law or court decisions which supports its response, and follow-up as necessary.  In doing so, I always verify the accuracy of the response prior to relying on it.  I also use artificial intelligence for document summary and as a drafting aid.

I used Copilot to help me create training documents for a recent electronic medical record (EMR) upgrade. Copilot helped me create step by step instructions for new features and enhancements in our EMR. I also asked for videos and found some. So some of my written procedures include step-by-step instructions, screenshots and a link to view a video.  It also provided training manuals from other clinics, I was able to use and not "reinvent the wheel". Timesaving!