Top 10 AI Prompts and Use Cases and in the Education Industry in Greensboro

Greensboro's higher-education and K–12 leaders are confronting rapid change as generative AI moves from experiment to classroom tool: an Ithaka S+R study shows many universities have formed task forces and are integrating AI into teaching and research (Ithaka S+R report on generative AI in higher education), while recent Cengage Group data finds 92% of instructors and 83% of students want AI literacy included in courses - a clear signal that Greensboro institutions must teach prompt skills and critical evaluation, not just block tools (Cengage Group AI in Education report).

Practical, local upskilling matters: programs like Nucamp's 15‑week AI Essentials for Work teach prompt writing and workplace AI use, pairing skill-building with attention to secure tool access and pedagogy (Nucamp AI Essentials for Work bootcamp registration).

Attribute	Information
Program	AI Essentials for Work
Length	15 Weeks
Cost (early bird / regular)	$3,582 / $3,942
Registration	Nucamp AI Essentials for Work registration

“Educators and administrators remain optimistic about the potential GenAI and are starting to realize the positive impact it can have on learning,” said Kimberly Russell, Vice President, UX, Market and Product Research at Cengage Group.

Selection focused on practical, evidence-backed AI use for Greensboro campuses: each candidate prompt was evaluated against five weighted criteria - student-success impact, operational efficiency, ethical/compliance risk, faculty adoptability, and data readiness - drawn from sector guidance such as the World Economic Forum's 7 principles for responsible AI in schools (WEF guidance for responsible AI use in schools) and EDUCAUSE's overview of classroom and operational gains (EDUCAUSE guidance on AI in higher education).

Benchmarks relied on proven features like Ellucian's predictive analytics and Smart Plan/degree‑roadmap examples to set minimum expectations for measurable outcomes (retention, early‑risk detection, or time saved) (Ellucian on AI-enhanced institutional efficiency and student success).

Only prompts that paired clear student benefit with faculty control, data safeguards, and a feasible rollout path for North Carolina institutions made the Top 10; the practical test was simple - could a campus pilot demonstrate an operational win or earlier intervention within a semester?

Item	Detail
Title	A comprehensive AI policy education framework for university teaching and learning
Type	Research article
Published	07 July 2023
Author / Journal	Cecilia Ka Yuk Chan / International Journal of Educational Technology in Higher Education
Metrics	Accesses: 156k · Citations: 698 · Altmetric: 38

“Rather than ban this technology... we are choosing to view this as an opportunity to learn and grow.” - Lower Merion School District (quoted in WEF)

Turn a course syllabus into a semester-long, day-by-day roadmap that Greensboro students and faculty can pilot in a Canvas or Blackboard workflow: upload the syllabus, set exam dates and weekly study availability, then ask your MyGPT Builder instance to output a prioritized, editable plan with daily goals, review slots, and checkpoints for group work or labs - this mirrors tools that “convert syllabi into personalized study plans” and lets instructors export schedules for students (Taskade AI Academic Syllabus to Study Plan Converter); for quick chat-driven builds that accept uploads and export PNG/PDF study maps try the MyMap.ai Free Study Plan Creator (Upload Syllabi & Export PNG/PDF), and for automatic flashcards, quizzes, and Canvas-friendly lecture parsing pair the plan generator with Mindgrasp AI study tools for Canvas and Blackboard.

The practical payoff: pilots report plans that reduce planning friction and, for some workflows, free up multiple hours previously lost to manual schedule-building - time that advisors in North Carolina campuses can reallocate to targeted interventions.

Tool	Key feature	Cost / Note
Taskade	AI syllabus → customizable study plan; export & share	Free to use / edit & download
MyMap.ai	Chat-based study plan creator; upload syllabi; export PNG/PDF	Free
Mindgrasp	Auto notes, flashcards, quizzes; Chrome extension for Canvas/Blackboard	Try free; paid tiers listed on site

“Penseum is legit! I don't have to waste time making flashcards anymore.”

Scaffold assignments by telling a campus prompt-engine to map each deliverable to UNC Charlotte's Charlotte Core (Communication; Critical Thinking; Perspectives; Quantitative/Data), include a clear grading rubric and late‑work policy, and append required syllabus notices (attendance rules, recording/webcam expectations, FERPA) and accessibility contact info; the payoff: including explicit AI policy + consent and the disability contact (704‑687‑0040, disability@charlotte.edu) in the scaffold reduces legal friction and lets instructors permit pedagogical AI use while preserving detection and accommodation workflows.

Useful example prompt (below): Embed official phrasing from UNC Charlotte's suggested syllabus policies to ensure compliance and map each assignment to the updated Charlotte Core competencies.

Given course name, learning outcomes, modality, and due dates, generate three syllabus‑aligned assignment prompts (one tied to a Charlotte Core competency), a 100‑point rubric with analytic criteria, a one‑paragraph student-facing submission policy, and two syllabus language options for generative AI (Option 1: permitted with attribution; Option 2: permitted only for designated assignments) plus instructions for SimCheck/AI‑detection consent.

Embed official phrasing from UNC Charlotte's suggested syllabus policies to ensure compliance: UNC Charlotte Suggested Syllabus Policies and Notices.

Map each assignment to the updated core competencies: UNC Charlotte Charlotte Core General Education.

Requirement	What to include in scaffold
Charlotte Core competencies	Map each assignment to Communication, Critical Thinking, Perspectives, or Quantitative/Data
AI policy options	Option 1: permit with attribution; Option 2: permit only for designated assignments; include consent for SimCheck/AI detection
Disability accommodations	Office of Disability Services contact: 704‑687‑0040 · disability@charlotte.edu

A Grading Feedback Assistant prompt for NC State instructors should take a course assignment and its chosen rubric and return (a) rubric‑aligned scores, (b) three concise, improvement‑focused, criterion‑by‑criterion comments students can act on, and (c) a one‑paragraph instructor summary to paste into Moodle or Google Assignments; NC State guidance recommends building rubrics first (holistic, analytic, or single‑point) and sharing them with students to improve clarity and consistency (NC State rubric best practices, examples & templates).

Pair the assistant with campus tooling - Moodle Workshop for peer + instructor workflows, Turnitin PeerMark for inline writing feedback, or Google Assignments for Drive-based comments - and design the prompt to produce copy/pasteable feedback and a revision checklist so instructors avoid repetitive line‑edits and instead spend time on targeted interventions for students who need them (NC State guidance on providing effective feedback; NC State peer review with digital tools).

The practical payoff: standardized, rubric‑aligned comments increase fairness and let faculty reallocate grading time toward coaching and early outreach.

Rubric Type	Strength	Good for / Tool
Holistic	Fast, overall judgment	Creative work, quick grading; works with Moodle Workshop
Analytic	Detailed, criterion‑by‑criterion feedback	Essays, research projects; pairs well with Turnitin PeerMark
Single‑Point	Proficient standard + space for targeted comments	Formative writing and drafts; easy to use in Google Assignments

An Early‑Risk Detection prompt for advisors at Ivy Tech or UNCG should turn LMS and administrative feeds into actionable risk scores - combining assessment performance, attendance records, assignment completion patterns, forum participation, and time‑on‑task - so advisors receive a prioritized roster with suggested next steps (tutoring, counseling, or targeted financial‑aid outreach) rather than an unfiltered data dump; tools like the Open LMS Reports Engine and IntelliBoard learning analytics show how automated notifications and dashboard visualizations surface disengagement early, while industry best practices for predictive analytics for student retention explain the data inputs and the need for bias checks and FERPA‑compliant handling; the practical payoff is concrete - when risk signals are translated into advisor workflows, campuses move from reactive outreach to scheduled, evidence‑based interventions that preserve student momentum and reduce avoidable attrition.

Key signal	Why it matters
Assessment scores	Predict academic struggle and inform tutoring
Attendance / LMS time-on-task	Early indicator of disengagement
Assignment completion & deadlines	Flags workload or time-management issues
Forum participation / written content	Shows engagement, possible affective signals

“Predictive analytics enables institutions to adopt a student-centric approach, enriching overall educational outcomes.”

Wake Forest faculty can use an “Inclusive Materials Adapter” prompt to turn lecture notes, slides, and handouts into accessible, syllabus‑aligned resources by asking an on‑campus MyGPT to: rewrite complex passages in plain language, add descriptive headings and page numbers, generate concise alt text for each image, create closed captions/transcripts for multimedia, and flag equations for MathML or LaTeX conversion - start with concrete constraints (14‑point body for Word handouts; 24‑point minimum for PowerPoint slides) and a sans‑serif font recommendation to aid readability and dyslexia access.

The adapter should also replace “click here” links with descriptive anchors, output tagged Word/PDF files for campus disability services, and produce a short instructor checklist noting where manual review is required (sensitive data, assessment prompts, or discipline‑specific nuance).

For prompt language and evidence to justify these choices, consult the campus-friendly plain‑language checklist and accessibility rules (see the Plain Language and Accessibility guide and the NDRN Accessibility Guidelines), and use Dartmouth's platform tips for exporting truly accessible PDFs and Canvas content (Creating Accessible Materials).

The payoff: a single prompt can cut faculty prep time while delivering handouts that a larger, more diverse Greensboro student body can actually use.

Checklist item	Recommendation
Plain language	Short sentences, active voice, explain jargon
Structure	Use headings, page numbers, logical reading order
Fonts & contrast	Sans‑serif; Word ≥14pt; Slides ≥24pt; high contrast
Images & media	Descriptive alt text, captions, transcripts
Export	Tagged Word/PDF, MathML/LaTeX for equations

“Plain language makes it easier for the public to read, understand, and use government communication” – Plainlanguage.gov

When using generative-image tools like Midjourney or Adobe Firefly for Duke course materials, generate each image with an adjacent, context‑aware alt text and a short caption that explains the image's role in the lesson (not just what it shows); follow practical guidance to keep alt text concise (1–2 sentences), prioritize purpose over every visual detail, and mark purely decorative images with an empty alt attribute so screen readers skip them - see the federal best practices on Section 508 guidance for authoring meaningful alternative text, Harvard's straightforward advice for image descriptions:

keep it short

(Harvard Alt Text Best Practices for image descriptions), and the W3C decision tree for deciding when a longer description is necessary (W3C decision tree for image descriptions).

The payoff for Duke faculty: a single, well‑written alt string plus a one‑line caption prevents miscommunication, improves search indexing, and helps meet WCAG/Section 508 obligations - turning promotional or illustrative AI art into learning assets that all students can use.

Situation	Action
Informative image	Write 1–2 sentence alt text stating key content and how it supports the page
Decorative image	Use null alt (alt="") so assistive tech skips it
Complex chart or map	Provide brief alt + link or adjacent longer description

Build a Career‑Match Analyzer prompt that ingests a student's resume, skills, and target roles and returns a ranked list of Greensboro‑relevant openings (state government roles in public safety, education, transportation, health care), arts and nonprofit listings, and county/city postings - with an ATS match score, tailored keyword suggestions, and an application checklist.

Feed the analyzer North Carolina NCWorks “Finding a Job” resources and the state's job taxonomies so it suggests in‑person supports (more than 70 NCWorks Career Centers) and veteran/youth/reentry pathways; pair its scoring with Jobscan's Match Rate logic (aim for a 75%+ match to improve visibility to ATS); and include local sources like Arts North Carolina job listings and Guilford County job portals to surface community arts and municipal roles.

The practical payoff: a single prompt helps recent grads focus applications on roles where their score exceeds 75% and lists exact phrases to add to their resume, cutting scattershot applications and enabling advisors to target high‑yield outreach in one advising session.

Input	Why it matters
North Carolina NCWorks “Finding a Job” resource page	Connects students to 70+ Career Centers, apprenticeships, and state roles
Jobscan Match Rate and ATS scoring guidance	Provides ATS match scoring and keyword guidance (target ~75%+)
Arts North Carolina local job listings for arts and nonprofit roles	Surfaces local arts/nonprofit openings useful for arts and humanities graduates

Design a Mental‑Health Triage prompt that adapts the University of Toronto “Navi” model to NCCU/UNCG by running an anonymous, 24/7 intake that (a) asks validated screening questions, (b) generates a 1–4 severity score (as used in UCLA's Bruincare pilot) and a concise, provider‑ready summary, and (c) recommends routing (self‑help content, campus counseling appointment, or immediate crisis referral) while logging non‑identifiable metadata for clinician review; combine clinical‑grade features from Limbic's intake/triage agents - EHR interoperability and evidence‑based decision rules - with campus safeguards (clear limits on medical advice, opt‑in data sharing, and FERPA/HIPAA policy mapping) so after‑hours contacts become prioritized, actionable leads instead of anonymous noise.

The practical payoff is concrete: clinical AIs have increased referral equity and capacity in real deployments (Limbic reports +29% minority referrals and measurable patient‑level gains) and anonymous, always‑on chat tools increase early help‑seeking (Elomia and campus pilots report strong first‑conversation benefit and heavy late‑night use), so a single, well‑scoped triage prompt can turn off‑hour outreach into faster care and clearer next steps for limited counseling staff (Limbic clinical AI for mental healthcare providers; Bruincare student-led triage at UCLA).

Metric	Source / Value
Severity scale	1–4 (Bruincare: 1 = generalized anxiety; 4 = need for serious, immediate care)
Minority referrals	Limbic: +29%
Patient reach / engagement	Limbic: 500,000 patients supported; Elomia: 85% feel better after first conversation; 34% sessions occur after midnight

"It's almost as if I'm talking to my therapist. At first, I couldn't believe it was an ai chatbot." - Elomia user

Faculty across the UNC System can streamline academic‑integrity disclosures with a single, syllabus‑ready “AI Disclosure Helper” prompt that generates (a) concise syllabus language clarifying permitted vs.

prohibited AI use, (b) a one‑paragraph student attestation template that lists the tool, how its output was edited, and whether a conversation link is provided, and (c) a documentation table instructors can attach to major submissions - aligning with UNC School of Nursing guidance that “All AI use must be clearly disclosed in a work statement” and UNC Charlotte's broader academic‑integrity definitions tying unauthorized technology use to misconduct (UNC School of Nursing AI Guidance on Academic Use of AI; UNC Charlotte Student Academic Integrity Policy UP-407).

The practical payoff: a standardized disclosure form - automatically generated and pasted into Canvas - gives graders a consistent record to evaluate student ownership and reduces ambiguity around acceptable AI editing in capstone or thesis work, which some UNC programs already require to be acknowledged in document chapters.

Usage	Tools Used	How You Edited the Output	Conversation Link
Drafting / Brainstorming	e.g., ChatGPT‑4	Shortened, fact‑checked, added citations	URL or N/A
Editing / Polishing	e.g., Claude	Grammar edits only; retained original analysis	URL or N/A

“AI should help you think, not think for you.”

A Prompt‑Writing Tutor designed for UNCG Academic Technology Support turns Jose Antonio Bowen's Four Pillars into hands‑on faculty development: deliverable outputs include a one‑hour workshop script that demonstrates the “Task, Format, Voice, Context” approach, three discipline‑tested model prompts (lecture prep, inclusive revision, rubric‑aligned feedback), and an SLO‑mapped checklist faculty can paste into Canvas - paired guidance shows when to use campus tools such as Microsoft Copilot (available via UNCG M365) and how to tie prompts to learning objectives and academic integrity language.

Link workshop materials to existing campus supports so tutors and instructional designers can route instructors to on‑campus tutoring, coaching, or dept. consultations for follow‑up; see UNCG's practical GenAI training and prompts library for faculty resources and examples (UNCG Generative AI faculty resources and prompts library) and align exercises with local student supports like the Academic Achievement Center and departmental tutoring services (UNC Greensboro Tutoring & Academic Support Services and departmental tutoring).

The so‑what: a ready toolkit standardizes prompt literacy across sections, reducing uneven AI use and giving instructors repeatable prompts they can refine in minutes instead of hours.

Artifact	Purpose
One‑hour workshop script	Demonstrate Bowen's Four Pillars and model revision cycles
Three model prompts	Ready examples for lecture prep, accessibility edits, and rubric feedback
SLO‑mapped checklist	Ensure prompts align with course outcomes and campus integrity policy

Wants AI integrated into education as a practical skillset; wants guidance on streamlining research with AI, crafting effective questions/prompts, using AI for administrative efficiency, data analysis, edits, and constructive criticism; seeks preparation for AI in the real world - not full revolution, but practical training.

Getting started safely with AI prompts in Greensboro higher education means pairing clear policy and training with small, measurable pilots: adopt campus-aligned syllabus language and FERPA‑aware data rules from policy briefs, train faculty on prompt literacy via UNCG's Generative AI resources, and run a one‑semester pilot that focuses on a single use case (early‑risk detection, rubric‑aligned feedback, or accessible materials) so outcomes are observable and actionable rather than theoretical.

Prioritize governance and transparency - use the Guinn Center's AI policy guidance to draft institutional rules that balance innovation with privacy and bias checks - and make prompt workshops and student disclosure forms standard practice before scaling.

For workforce-ready upskilling, consider structured courses that teach prompt design, tooling choices, and rollout hygiene: Nucamp's AI Essentials for Work is a 15‑week option that pairs prompt writing with workplace safeguards and a clear registration path.

The practical payoff: a focused pilot plus faculty training turns vague AI risk into a semester-long, audit‑ready improvement in student support and instructional efficiency.

Program	Length	Early bird cost	Register
AI Essentials for Work	15 Weeks	$3,582	Nucamp AI Essentials for Work - Registration

“It's important that we teach students how to use AI ethically and responsibly while they're here with us, because they will most definitely be engaging with it in practice.” - Dr. Lindsay Draper, clinical associate professor of nursing, UNCG