Many of us worry that generative AI will do students’ thinking for them. But what if the process of generating AI content—in this case, an image—actually forces a deeper level of critical analysis? To facilitate critical thinking skills about AI, we designed an assignment that required students to not only generate images but also revise inputs, evaluate outputs, and reflect on the process. The focus became less about the images students generated for this assignment and more about students’ thought processes. By integrating an intentional evaluation process, students strengthened their attention to detail and disciplinary accuracy.
