🧭 Module 2: Studio Hour
Overview
Students write their own “About Me” reflection, then prompt a GenAI chatbot to do the same, and compare the two outputs. The activity builds critical thinking about what GenAI can and cannot capture about a person, and opens discussion about the ethical implications of using GenAI to represent yourself in professional and academic settings.
Materials Needed
- Devices with access to a GenAI chatbot (ChatGPT, Gemini, CoPilot, Claude, or similar)
- Electronic document with track changes capability (Word, Google Docs)
- Access to ePortfolio platform
- ePortfolio “About Me” prompts (students should have these from their ePortfolio work)
Preparation
Confirm students have access to their ePortfolio “About Me” prompts before the session. Review the privacy reminder — students must not include personally identifiable information (ID numbers, date of birth, etc.) in their GenAI prompts.
Lesson Sequence
| Time | Activity | Description |
|---|---|---|
| 0:00–0:05 | Introduction | Introduce the activity and its connection to the module. Briefly discuss: “What do you think an GenAI chatbot could or couldn’t know about you?” |
| 0:05–0:15 | Part 1: Brainstorm | Using ePortfolio “About Me” prompts, students brainstorm key points about themselves, considering what themes emerge about who they are and their personal brand. |
| 0:15–0:30 | Part 2: Write About Me | Students write their “About Me” following instructor requirements. Proofread and make edits. |
| 0:30–0:40 | Part 3: Prompt a Chatbot | Students choose a GenAI platform and prompt it to write a reflection about them using their area of study, strengths, and goals. Remind students: no personally identifiable information in the prompt. Students record which platform they used and include both the prompt and the GenAI output in their document. |
| 0:40–0:55 | Part 4: Mirror vs. Machine | Students complete the comparison table (key words, phrases, themes from each version) and answer the reflection questions: What was similar? What surprised you? What did GenAI miss? Can GenAI fully capture a person? What are the ethical implications? |
| 0:55–1:00 | Part 5: Reflection & Wrap-Up | Students write three key takeaways. Introduce the homework: rewrite the “About Me” using track changes to combine the best of both versions in a way that stays true to who they are. |
The Assignment Prompt (distribute to students)
Complete all parts of this assignment in one electronic document with track changes enabled. Submit the document with all comments, changes, and notes.
Part 1: Using your ePortfolio “About Me” prompts, brainstorm the key points you want to include. What themes emerge about who you are and your personal brand?
Part 2: Write your “About Me” following your instructor’s requirements.
Part 3: Choose a GenAI platform (ChatGPT, Gemini, CoPilot, Claude, etc.) and note which one you use. Prompt the chatbot to write a reflection about you — include your area of study, strengths, goals, and any other relevant details. Do not include personally identifiable information such as ID numbers or date of birth. Include your exact prompt and the GenAI output in your document.
Part 4: Compare your “About Me” to the GenAI output using the table below.
| Mirror (My About Me) | Machine (GenAI Output) |
|---|---|
Then respond to these questions:
- What was similar in your reflection and the GenAI output?
- Did the GenAI output surprise you? How?
- What did the GenAI miss that you think is important? How might your prompt have affected this?
- Is it possible for an GenAI chatbot to fully capture a person? Why or why not?
- What are the ethical implications of using GenAI alone to represent yourself professionally or academically?
- What safety or ethical concerns could arise from using GenAIfor personal or professional profiles?
Part 5: Write a short reflection with your three key takeaways from this exercise.
Homework:
Rewrite your “About Me” to combine the best features of your human reflection and the GenAI output in a way that stays true to who you are. Use track changes to show your revisions.
Facilitation Notes
Students often find the comparison surprising — the GenAI version is frequently polished but generic, missing the specificity and voice that make the human version distinctive. Use that gap as a discussion anchor. The ethical implications question often generates strong responses; give it time if the conversation is productive.
Differentiation / Accessibility Suggestions
Students who are still developing their ePortfolio may need extra time on Part 2. Consider allowing them to use bullet points rather than full prose for the brainstorm if they’re stuck. The homework revision can also be done in class if time permits at a future session.
Studio Hour Activity 2 — Refine My Resume (60 Minutes)
Overview
Students use GenAI to analyze and improve their own resumes against a real job description. Rather than replacing their resume, this exercise uses GenAI as a critical thinking tool — helping students identify gaps, evaluate AI-generated content for accuracy and authenticity, and reflect on the ethical dimensions of GenAI in job searches.
Materials Needed
- Devices with access to a GenAI chatbot
- Student’s own resume (required — must be brought to class)
- A job description for a target role (required — must be brought to class)
- Electronic document with track changes capability
Preparation
Send a reminder to students at least one class session in advance: they must bring both a resume and a job description for a role they are realistically qualified for. The activity does not work without these materials. Emphasize that the job should be within their current skill set — not an aspirational role several years away.
Lesson Sequence
| Time | Activity | Description |
|---|---|---|
| 0:00–0:07 | Part 1: Analyze the Job Description | Students read the job description and identify: required qualifications and experience; key skills and competencies; repeated keywords and phrases; implied organizational values. |
| 0:07–0:22 | Part 2: Review Your Resume | Students review their resume as if seeing it for the first time as a hiring manager. Written responses: Which parts directly address the job description? What requirements are missing? Which bullet points need clearer language? Which could be strengthened with data or achievements? |
| 0:22–0:32 | Part 3: Prompt a Chatbot | Students craft a prompt including: job title, company, and description; work history (company names, titles, tenure); 2+ key responsibilities and achievements per role; relevant skills; education, certificates, and coursework; and important keywords. Only true information — no embellishment. Students include their exact prompt in their submission document. |
| 0:32–0:52 | Part 4: Compare and Contrast | Students review GenAI output for accuracy and completeness, complete the element-by-element comparison table, then respond: Which resume better matches the job description? Did GenAI add inaccurate or embellished information? What does your resume convey that GenAI couldn’t? What does the GenAI output reveal about your prompt quality? What does this suggest about how hiring managers might use GenAI to screen resumes? |
| 0:52–1:00 | Part 5: Refinement Plan & Wrap-Up | Students identify which GenAI elements (if any) they’d adapt and list the top 4 changes they’ll make. Introduce homework: refine the resume using track changes to combine the best of both versions. |
Element-by-Element Comparison Table (included in student handout)
| Resume Element | My Resume | AI-Generated Resume |
|---|---|---|
| Contact & Header | ||
| Professional Summary | ||
| Work Experience — language & specificity | ||
| Data-driven achievements | ||
| Skills section | ||
| Education & credentials | ||
| Keywords from job description | ||
| Overall tone & voice | ||
| Length & formatting | ||
| What feels authentically “me” |
Resume element comparison table generated by Claude AI with prompts drafted and output reviewed by a human.
The Assignment Prompt (distribute to students)
Before class: Bring your resume and a job description for a role you are currently qualified for (internship or entry-level). You will need both for this activity.
Part 1: Read the job description closely and identify: required qualifications; key skills and competencies; repeated keywords; implied organizational values.
Part 2: Review your resume as a hiring manager would for the first time. Answer: Which parts directly address the job? What requirements are missing? Which bullet points need stronger language? Which could be enhanced with data?
Part 3: Prompt a chatbot to generate a resume targeting the role using only accurate information about you. Include your exact prompt in your submission.
Part 4: Review the GenAI output for accuracy and completeness. Complete the comparison table and answer the reflection questions.
Part 5: List the top 4 changes you’ll make to your resume based on this process.
Homework:
Refine your resume using track changes to combine the best features of your human-generated and AI-generated resumes, while maintaining the accuracy and integrity of your history and experience.
Facilitation Notes
The most important teaching moment in this activity is Output accuracy — students are often surprised to find that GenAI adds details they didn’t provide, or embellishes their experience. Name that directly: submitting a resume with AI-generated inaccuracies is not just an ethics issue, it’s a real professional risk. The question about hiring managers using GenAI to screen resumes consistently generates strong discussion and can be expanded if time allows.
Differentiation / Accessibility Suggestions
Students who don’t yet have a resume can complete Part 1 and Part 2 using a job description and a written inventory of their skills and experience, then use that as the basis for their GenAI prompt. Consider offering this as an alternative pathway rather than excluding students from the activity.
