Below is a detailed **Lesson Plan** for **Week 9, Session 1** of the Prompt Engineering Specialization

course, titled *"Ethics and Bias in Prompting."* This session continues the intermediate phase (Weeks 6-
10), shifting focus from technical skills (e.g., automation, workflows) to the ethical implications of
prompt engineering. It builds on prior sessions by examining how prompts can influence AI outputs in
terms of bias and fairness. It’s designed for a 90-minute class (1.5 hours), combining lecture,
demonstration, and interactive discussion to foster critical thinking.

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### Lesson Plan: Week 9, Session 1

**Title**: Ethics and Bias in Prompting

**Date**: [Insert specific date, e.g., October 28, 2025, assuming a Tuesday/Thursday schedule]

**Duration**: 90 minutes

**Location**: Classroom or virtual platform (e.g., Zoom)

**Instructor**: [Your Name]

**Target Audience**: College students (beginner to intermediate level, mixed technical backgrounds)

**Prerequisites**: Attendance at prior sessions; familiarity with prompt automation from Week 8

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### Learning Objectives

By the end of this session, students will:

1. Understand the ethical responsibilities of prompt engineering and AI use.

2. Identify sources of bias in AI outputs and how prompts can amplify or mitigate them.

3. Analyze real-world examples of biased AI responses triggered by prompts.

4. Engage in a thoughtful discussion about fairness and accountability in AI applications.

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### Materials Needed

- Access to a generative AI tool (e.g., ChatGPT, Grok) for live demos of bias

- Whiteboard or digital equivalent (e.g., Jamboard) for notes and debate points

- Handout: "Ethics and Bias Checklist" (optional, with questions like “Is this fair?” “Who’s affected?”)

- Internet-enabled devices: Instructor’s computer for demo; students’ laptops/tablets (optional for
discussion notes)

- Homework submissions: Students’ notes from Week 8, Session 2 (prompt-to-CSV script, CSV file,
pro/con)

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### Session Schedule

#### 0:00–0:10 | Welcome and Homework Debrief (10 minutes)

- **Activity**: Workflow Integration Reflections

- Instructor welcomes students, recaps Week 8, Session 2 (integrating prompts with external tools like
spreadsheets).

- Ask 2-3 volunteers to share their homework:

- “What did your script do?” (e.g., “Generated 3 tips, saved to CSV”).

- “What was in your CSV?” (e.g., “Topic,Tip\nCook,Stir…”).

- “One pro or con?” (e.g., “Pro: Organized! Con: Formatting tricky”).

- Note insights on whiteboard (e.g., “CSV helps,” “Tool fit key”).

- **Purpose**: Connect technical workflows to ethical considerations, set a reflective tone.

- **Transition**: “You’ve built powerful tools. Today, we’ll explore the ethics and biases behind what AI
outputs.”

#### 0:10–0:30 | Lecture: Understanding Ethics and Bias in Prompting (20 minutes)

- **Content**:

- **Ethics in AI**: Responsibility to ensure fairness, accuracy, and harmlessness in outputs.

- **Sources of Bias**:

- Training Data: Reflects human biases (e.g., stereotypes in text).

- Prompts: Word choice shapes output (e.g., “best programmer” → male bias).

- Model Limits: Overgeneralization or omission.

- **Examples**:

- “Describe a typical software engineer” → “Young male” (biased).

- “List great leaders” → All Western figures (exclusion).

- **Prompt Influence**:

- Vague prompts amplify bias; specific ones can reduce it (e.g., “Include diverse examples”).

- **Delivery**:

- Slides with examples:

- Biased: “Write a CEO bio.” → “John, 50, visionary…”

- Adjusted: “Write a CEO bio, any gender.” → “Alex, 40, innovative…”

- Live Demo (5 minutes):

- Prompt 1: “Describe a nurse.” → “Female, caring…”

- Prompt 2: “Describe a nurse, no stereotypes.” → “Skilled, dedicated…”

- Ask, “What changed? Why?”

- **Engagement**: Pause at 0:25 to ask, “Where have you seen AI bias?” (Quick responses, e.g., “Ads,”
“Chatbots”).

- **Purpose**: Frame ethics as a prompt engineer’s duty, show bias in action.

#### 0:30–0:40 | Break (10 minutes)

- **Activity**: Students stretch or chat; instructor preps discussion.

- **Purpose**: Reset for interactive analysis.

#### 0:40–1:15 | Activity: Analyze and Discuss Bias in Prompts (35 minutes)

- **Content**: Students examine biased outputs and debate ethical implications.

- **Activity**: Bias Detection and Debate

- Instructor explains: “You’ll test prompts for bias, analyze outputs, and discuss fixes and ethics.”

- Provide prompts (or let students suggest):

- “Describe a typical scientist.”

- “List 5 job skills.”

- “Write a hero story.”

- Ensure tool access (e.g., Grok/ChatGPT link or lab setup).

2. **Individual Analysis (15 min)**:

- Students:

- Test a prompt (e.g., “Typical scientist” → “Male, glasses…”).

- Identify bias (e.g., “Gender skew, cliché”).

- Rewrite to reduce bias (e.g., “Describe a scientist, diverse traits.”) → Test again.

- Note findings (e.g., “Less bias with diversity cue”).

- Stretch goal: Test a second prompt.

3. **Group Debate (15 min)**:

- Form small groups (3-4 students).

- Share prompt, output, and rewrite.

- Discuss:

- “Is this biased? How?”

- “Who might it harm?”

- “Can prompts fix it, or is it deeper?”

- Instructor circulates, prompting, “What’s fair here?” or “Any real-world risks?”

- **Facilitation**: Encourage critical thinking (e.g., “Who’s left out?”) and solutions.

- **Purpose**: Analyze bias practically, spark ethical dialogue.

#### 1:15–1:30 | Wrap-Up and Preview (15 minutes)

- **Content**:

- Recap: “Prompts shape bias—vague ones amplify it, thoughtful ones can curb it. Ethics is our job.”
 - Debrief Activity: Invite 1-2 groups to share (e.g., “My scientist went from cliché to varied!”). Note
points on whiteboard (e.g., “Specificity reduces bias”).

- Next Session Preview: “We’ll focus on mitigating bias through prompt design—practical fixes.”

- Homework: “Test a prompt that might show bias, rewrite it to reduce it. Bring both prompts, outputs,
and one observation.”

- **Activity**: Quick Q&A (e.g., “Any bias shock you?” “Discussion thoughts?”).

- **Purpose**: Solidify ethical awareness, prep for mitigation strategies.

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### Assessment

- **Formative**:

- Participation in debrief and discussion (observed engagement).

- Quality of bias analysis during activity (informal feedback).

- **No graded deliverables**: Focus on critical reflection.

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### Contingency Plans

- **If time runs short**: Shorten debate to 10 minutes, summarize key points as a group.

- **If tech fails**: Use pre-prepared outputs (e.g., “Here’s a biased scientist…”).

- **If students hesitate**: Offer neutral prompts (e.g., “List teachers”) or seed discussion (e.g., “Notice
gender?”).

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### Post-Session Notes for Instructor

- Reflect: Did students engage ethically? Any bias trends?

- Prep for Week 9, Session 2: Gather mitigation examples, review homework.

This plan shifts focus to ethics, blending analysis and discussion to deepen responsibility in prompting.
It’s reflective and interactive, suitable for all levels. Let me know if you’d like tweaks—like more examples
or a different focus!