SuliCihan AI Prompt Hub

Act as an expert Curriculum Strategist and Quality Assurance Auditor. I am currently teaching a 1[5]-week, [3rd]-year [undergraduate] course in [Civil Engineering (Soil Mechanics)] at a university in [Erbil, Kurdistan]. Here are my current three Course Learning Outcomes (CLOs): [1. Analyze soil bearing capacity; 2. Design shallow foundations; 3. Evaluate soil slope stability]. Analyze these CLOs and generate a structured evaluation table with four columns: CLO, Proposed Guided Active Learning Assessment, In-Class Active Worksheet Activity, and Pedagogical Rationale. Ensure the assessments are designed to prevent simple AI off-loading by focusing on live problem-solving and unscripted defenses of their [engineering] choices.

Act as an expert Learning Experience Designer (LXD) specializing in high-impact flipped classroom models. I am planning a 50-minute session on "The Value Proposition Canvas" for 2nd-year undergraduate Business Administration students in Sulaymaniyah, Kurdistan. Generate a detailed, low-workload flipped lesson plan formatted as a chronological timeline table. The output must include: 1. A structured outline for a 15-minute pre-recorded video for students to watch before class. 2. A 30-minute in-class active learning worksheet that students will complete in groups of three to build their own startup canvas. 3. A list of 3 guidance questions I should ask as I walk around the room to scaffold their thinking during the group work.

Act as an expert Pedagogical Specialist specializing in active classroom engagement. I am teaching a 4th-year International Relations course on water security in Duhok, Kurdistan. I want to run a 45-minute in-class "Fishbowl Debate" regarding regional dam-building policies. Create a comprehensive facilitator running order sheet for this activity. Detail the physical seating arrangement (inner circle vs. outer circle), the rules of engagement for the student speakers, a 5-step timeline for the session, and a set of 3 controversial prompts to stimulate the student debate. Ensure the structure forces students to defend their views live without relying on pre-written AI scripts.

Act as a critical Pedagogical Devil's Advocate and Student Experience Coach. I am a Chemistry laboratory instructor in Erbil. I recently tried to run an active learning group activity where students had to calculate stoichiometry balances in real-time, but it failed: the students were confused, the room became chaotic, and most students disengaged and let one person do all the work. Generate a structured diagnostic report analyzing why this active lesson likely failed, and provide three creative, low-stress reworks. Each rework must utilize the Guided Active Learning framework, ensuring the professor maintains structured guidance while students perform individual, accountable cognitive tasks.

Act as an expert in Second Language Acquisition (SLA) and bilingual university instruction. I am teaching ["Binary Search Algorithms"] to [1st-year Computer Science] students in Kurdistan who are struggling with English language lectures. Create a bulleted instructional guide containing: 1. A highly simplified, [B2-level] English explanation of a [Binary Search Algorithm] (under 200 words). 2. A culturally familiar, localized Kurdish analogy (such as searching for a specific shop in the Erbil Citadel Bazaar or locating a word in a classical Kurdish dictionary) to make the concept intuitive. 3. One light, discipline-specific academic joke. 4. Two key terms translated accurately into formal Kurdish Central (aka Sorani) for vocabulary scaffolding.

Act as an expert Assessment Specialist in language translation pedagogy. I am teaching an English-to-Kurdish Translation course in [Suliamani]. I want to replace my traditional take-home translation homework (which students just copy-paste into Google Translate or ChatGPT) with an AI-resilient "Critique the AI" assignment. Design a student-ready assignment instruction sheet. The assignment must require students to: 1. Manually translate a provided English literary excerpt (under 150 words) into Kurdish in class without devices. 2. At home, run the same passage through Google Translate and ChatGPT. 3. Write a 500-word critical comparison analysis evaluating the stylistic errors, cultural misinterpretations, and vocabulary flaws of the AI translations compared to their human translation.

Act as an expert Academic Assessor in higher education. I am evaluating final-year Civil Engineering graduation project presentations. Students are currently using AI to generate their entire presentation slides and scripts, resulting in them robotically reading text they do not understand. Redesign this assessment so that only 20% of the grade is based on the slides, and 80% is based on a live, unscripted oral defense of their project choices. Provide a detailed assessment framework and a bank of 5 tough, conceptual questions that force students to show their true engineering reasoning without the aid of pre-scripted AI responses.

Act as an expert Assessment and Evaluation Specialist in higher education. I am designing a grading rubric for a Business Model Canvas team pitch assignment in Kurdistan. I want to build a rubric that aligns with Bowen & Watson's (2025) Table 10.1 standards, ensuring that standard, unedited AI-generated business plans receive a failing grade of 50%. Create a 4-tier rubric formatted as a clean markdown table. The columns must be: Criteria, Absent (0%), AI-Level (50%) = F, Good (80%) = B, and Great (100%) = A. The criteria rows must evaluate: 1. Value Proposition Originality; 2. Localized Kurdish Market Feasibility; 3. Team Process/Iteration Log; 4. Live Q&A Unscripted Defense. Ensure the descriptors for the 'AI-Level = F' column explicitly describe the generic, descriptive, and unedited features of typical LLM outputs.

Act as an expert Assessment Specialist. Redesign my current assignment to make it process-oriented, AI-resilient, and focused on student critical thinking: – Course Title & University: [e.g., Microbiology at Salahaddin University] – Assignment Type: [e.g., Presentation / Business Canvas / Translation / Report] – Current Instructions: [Paste your current vulnerable assignment instructions] Your output must include: 1. Three scaffolded milestones (e.g., drafts, reflection logs, or peer reviews) to break up the task. 2. Revised student instructions explaining the allowed/prohibited uses of AI. 3. A bank of 3 unscripted Q&A questions to ask students live in class to verify their independent understanding.

Act as an expert Assessment Specialist. I am teaching a course on [Insert Course Title] at [Insert University Name] in Kurdistan. I have just redesigned my assignment to be process-oriented and AI-resilient. Generate two grading assets for my course planning page: PART 1: THE AI-PROOF RUBRIC Create a customized, 4-tier grading rubric formatted as a clean markdown table based on the standards of Bowen & Watson's Table 10.1. The criteria rows must evaluate the following aspects of my redesigned assignment: – Criteria 1: [Insert Criteria 1: e.g., Live Q&A Unscripted Defense / Critical Translation Analysis] – Criteria 2: [Insert Criteria 2: e.g., Team Collaboration / Localized Kurdish Case Feasibility] – Criteria 3: [Insert Criteria 3: e.g., Process Reflection Log] The columns must be: Criteria, Absent (0%), AI-Level (40%), Good (80%), and Great (100%). Ensure the descriptors for the 'AI-Level = Fail' column explicitly state that unedited, generic, and purely descriptive AI-generated submissions will receive a failing grade. PART 2: FORMATIVE MCQS FOR LOWER-STAKES TESTING Based on the course topic of [Insert Specific Lecture/Reading Topic: e.g., Soil Slope Stability / Bacterial Cell Structures], generate a 5-question multiple-choice quiz to help me quickly assess student comprehension at the start of my next class. – Each question must have one correct answer and three highly plausible but incorrect distractor options. – Do not use 'none of the above' or 'all of the above' options. – Provide a clear answer key at the end with a brief pedagogical explanation for why the correct answer is right.

Act as an empathetic Student Success Coach and Academic Policy Writer. I want to draft a syllabus policy notice for my undergraduate course in Kurdistan. The policy must clearly outline our academic integrity stance, normalize the struggle of learning, and introduce a "Regret Clause" (allowing students a 24-hour window to withdraw a panicked, AI-copied submission, receive a low mark [e.g. 5-10%], and face no disciplinary action). Write a ready-to-copy syllabus policy notice. The tone must be supportive yet firm, emphasizing that our goal is "Guided Active Learning" to build their professional confidence, not to play "cop."

Act as an expert Educational Technologist. I want to create a 5-question multiple-choice quiz for the first week of my university course in Kurdistan. The quiz will test students' understanding of our AI Integrity Policy (where using AI for brainstorming is allowed, but using AI to write scripts or essays is prohibited). Generate the quiz. Each question must include one correct answer and three highly plausible but incorrect distractor options. Avoid using "none of the above" or "all of the above" options. Provide a clear answer key with pedagogical explanations for each correct answer so students learn the boundaries as they take the quiz.