Gemini Certification for Higher Ed Faculty

Question 1 of 37

"Digital Responsibility" is a static concept, and the policies a university develops for it today will not need to change as AI technology evolves.

True - "Digital Responsibility" is a fixed set of rules. The framework is already designed to encompass technological change and to address new issues like AI-driven misinformation, privacy risks, and the nature of academic integrity.
False - "Digital Responsibility" is an evolving framework. As AI capabilities expand (e.g., new models, video generation, advanced data analysis), they introduce pedagogical, ethical, and privacy challenges that require university policies to be continuously reviewed and adapted.

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Question 2 of 37

A TA constructs the following prompt to generate a rubric. Match each prompt component to its correct term from the "PARTS" framework in order to generate the highest quality output.

"Act as an expert instructional designer..."
"The paper should be scored on a 4-point-scale for the following categories: Integration of knowledge, depth of discussion, focus, spelling and grammar, sources, and citations."
“The paper is a persuasive argument for or against carbon tax.”
"...generate a rubric..."
...for a 300-level undergraduate research paper"

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Question 3 of 37

Which statement best identifies the primary pedagogical role of Gemini in higher education?

By enhancing efficiency in instructional design, research, and student support.
To replace the need for faculty expertise in research by conducting fully automated literature reviews and analysis.
To serve as a primary, citable source of academic information, superseding peer-reviewed journals.
To manage all institutional compliance and accreditation reporting for a department.

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Question 4 of 37

A professor is applying for a grant and has the 10-page "Call for Proposals" (CFP) document. They need to draft a "Project Summary" that specifically aligns with the funder's "Key Funding Priorities" listed in that document.

Which of the following applications of Gemini represents the most streamlined and effective workflow for this task?

Upload the CFP.pdf to the Gemini app and prompt: "Using @CFP.pdf, draft a 'Project Summary' for my research, ensuring it aligns with the 'Key Funding Priorities' outlined in the document."
Prompt Gemini to "Write a strong, general 'Project Summary' for a grant," and then edit the draft to match the priorities from the CFP.
Copy-paste the entire "Key Funding Priorities" section from the CFP.pdf directly into the prompt box, and then ask Gemini to write the summary.
Upload the CFP.pdf to NotebookLM, ask it to summarize the priorities, then copy that summary, open the Gemini app, and use that summary to prompt for the draft.

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Question 5 of 37

Which of the following are features within NotebookLM that are designed to help faculty and students transform their source materials into new formats? (Select all that apply.)

Audio & Video Overviews
Study Guides
Mind Maps
"Help me write"
Real-time translated captions

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Question 6 of 37

The primary difference between Generative AI and other forms of AI (such as classification models) is simply the size of the dataset; both perform the same fundamental tasks.

True - All artificial intelligence is fundamentally about data analysis. Whether the AI is classifying an image or generating text, it is just applying complex statistical analysis to a large dataset. The difference in output is one of scale, not a fundamental difference in the task.
False - This is a difference in function, not just dataset size. The fundamental tasks are distinct: traditional AI models are often discriminative (e.g., classifying data, 'Is this a cat?'). Generative AI is creative (e.g., generating neLan Anhata, 'Create a picture of a cat').

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Question 7 of 37

A professor uploads their 30-page course syllabus into NotebookLM. What is the primary pedagogical application of this action?

To create a "source-grounded" environment where their students can ask specific questions (e.g., "What is the late policy for essays?") and receive answers based only on the syllabus content.
To check the syllabus for plagiarism against a university database.
To automatically email the syllabus to all enrolled students via their learning management system.
To back up the syllabus file to the cloud, which is a function of NotebookLM via Google Drive.

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Question 8 of 37

A faculty member decides to use Gemini to reformat their completed bibliography from APA style to MLA style. Which statement provides the best justification for this decision?

This is a highly appropriate decision, as the task is mechanical, rule-based, and carries a low risk of conceptual error, while offering a high benefit of efficiency.
This is a poor decision, as the AI is likely to introduce hallucinations (fabricated sources) into the bibliography.
This is an appropriate decision, but only if the faculty member knows how to do it manually.

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Question 9 of 37

Which statement most accurately defines a generative AI "hallucination"?

A response that is presented with high confidence but is factually incorrect, nonsensical, or entirely fabricated, such as inventing a source or misstating data.
An output that demonstrates systemic partiality or prejudice derived from the model's training data.
An output that is factually correct but fails to include critical nuances or recently published contradictory findings.
A response where the AI model refuses to process a prompt due to built-in ethical or safety guardrails.

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Question 10 of 37

When using an AI for teaching or research, what is the primary purpose of a "prompt"?

To provide the AI with a specific instruction, question, or task, including the necessary context and constraints to guide its output.
To initiate a software update for the AI model when needed.
To encrypt the user's input for data security.
To access and modify the AI's underlying source code.

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Question 11 of 37

An instructor observes that students are using Gemini to generate entire first drafts of complex analytical essays. The resulting submissions are grammatically sound but often lack original argumentation, critical depth, and a unique authorial voice. Which is the most accurate analysis of the risk this scenario illustrates?

The risk of student over-reliance, which can be mitigated by redesigning the assignment to require process artifacts (e.g., prompt histories, annotated drafts, reflections).
The risk of hallucinations, which can be mitigated by requiring students to use a different AI model.
The risk of intellectual property theft, which can be mitigated by using a plagiarism detector.
The risk of data bias, which can be mitigated by training students to write better, more-inclusive prompts.

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Question 12 of 37

In the context of generative AI, which of the following provides the most accurate description of "bias"?

The systematic reproduction of inequitable assumptions, stereotypes, or statistical skews present in the AI's training data or algorithmic design, leading to outputs that may unfairly privilege or disadvantage certain groups.
The AI's inability to generate creative content and its tendency to provide only factual, objective information.
The isolated, random errors or "hallucinations" that an AI produces.
The personal, political, or social opinions intentionally programmed into an AI by its developers to persuade users.

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Question 13 of 37

You have imported a Google Slide deck into Google Vids in order to transform your lecture into an asynchronous assignment. When leveraging the integrated Gemini features, which of the following components can you leverage for your new video? (Select all that apply)

A draft script based on the content and speaker notes of the imported slides.
An AI-generated voiceover track, with options for different tones and styles.
A suggested storyboard with AI-selected stock footage and animations.
A set of interactive, auto-graded quiz questions embedded in the video player.

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Question 14 of 37

An economics professor finds herself frequently prompting Gemini with the same 10-line instruction to generate discussion questions based on the reading. Her goal is to create a reusable, custom version of Gemini that has these specific instructions permanently saved for repeated use. Which Gemini feature should she use to build this specialized assistant?

Gems
Canvas
Guided Learning
Veo

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Question 15 of 37

A faculty member needs to perform a broad, exploratory literature scan on an emerging, interdisciplinary topic they know little about. Their goal is to get a multi-page, cited report that synthesizes information from across the web. Which Gemini tool would best meet this need?

Deep Research
Canvas
Create Images
Guided Learning

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Question 16 of 37

A professor is in her Gmail inbox, viewing a long, multi-part email from a prospective graduate student. How can she leverage the integrated Gemini features to streamline her response most efficiently?

Within Gmail. First, click "Summarize this email" to grasp the key points, then click "Smart Reply" or "Help me write" to generate a professional, context-aware draft. Ensuring to fully read and edit the output before sending.
Copy the entire email, open notebooklm.google.com, paste the text, and ask it to generate a reply.
Open gemini.google.com in a new tab and prompt it, "Write me an email to a prospective student," uploading a PDF of the source email.

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Question 17 of 37

An instructor uses NotebookLM to generate an audio overview for a complex scholarly article. The AI's output can be described as "an accurate, five-minute summary of the article's main points, delivered in a clear, synthetic voice."

How should this AI-generated content be evaluated for its pedagogical appropriateness as a supplemental resource?

Appropriate, as it supports accessibility and Universal Design for Learning (UDL) principles by providing an alternative modality for students.
Inappropriate, as an AI-generated summary, even if described as accurate, is highly likely to contain subtle hallucinations.

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Question 18 of 37

A faculty member asks Gemini to summarize a complex debate in political philosophy. "Transparency" in this context would be best demonstrated by the AI's ability to:

Provide accurate citations and data provenance, allowing the faculty member to trace the summary's key claims back to specific, verifiable scholarly sources.
Generate a summary that is 100% original and contains no phrases or ideas from any existing sources.
State with 100% confidence that its summary is the only correct interpretation of the debate.

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Question 19 of 37

Gemini's value for course design is limited to its ability to generate a syllabus. It cannot be used to create other course assets like case studies, rubrics, or discussion prompts.

True
False

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Question 20 of 37

A political science professor uploads a 40-page, dense academic journal article into NotebookLM to assign to their students. Which statement best explains how this action facilitates differentiation?

It enables students to interact with the text via a chat interface, allowing them to ask clarifying questions (e.g., "Explain the author's main argument in paragraph three") or generate on-demand summaries or definitions. Each student’s interaction with the text will be different depending on the level of support they elicit.
NotebookLM will automatically search the open web to find simpler, non-academic articles on the same topic for students who are struggling with the original.
NotebookLM can translate the article into five different languages, which is a form of accessibility and therefore differentiation.

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Question 21 of 37

An instructor has a Google Doc of their course syllabus and wants to apply the Gemini feature within Google Forms to generate a "syllabus quiz."
Where would they navigate to initiate this specific, source-grounded task?

In a new Google Form, click the Gemini "Help me create" button/icon at the top of the form. Then use the @ key to attach their syllabus.
In the Google Doc syllabus, go to "File" and "Export to Google Forms."
In the Google Form, go to "Settings" then "Quizzes" and toggle "Auto-create with Gemini."

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Question 22 of 37

Which of the following actions constitute a generative application of Gemini’s image feature, Create Images, resulting in the creation of context-specific content? (Select all that apply.)

Iteratively refining a prompt to achieve a highly specific visual metaphor for an abstract concept in philosophy.
Generating a series of distinct images that, when combined, illustrate a complex historical narrative in a new way.
Prompting Gemini to identify an existing stock photo that matches a lesson topic.

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Question 23 of 37

A professor wishes to teach students to be critically skeptical of AI-generated text. Which of the following strategies would be the most effective pedagogical choice to achieve this specific goal?

Designing an "AI-integrated" assignment where students must use Gemini for research and then submit a "verification report" that provides a primary source for every AI-generated claim.
Requiring students to use an AI detection tool on their own papers before submitting them.
Giving a lecture on the history and technical causes of AI hallucinations.
Banning all AI tools to force students to rely on traditional library databases.

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Question 24 of 37

Which statement best articulates the importance of metacognition for students using generative AI?

Metacognition enables students to reflect on how they are using the AI, evaluate the quality of its output, and assess how the tool is influencing their own understanding.
Metacognition allows students to write more complex prompts, which guarantees factually accurate outputs from the AI.
Metacognition is primarily important for time management, helping students decide how much time to allocate to AI-assisted research versus traditional research.
Metacognition refers to the AI's ability to understand its own knowledge gaps, a feature students must learn to activate.

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Question 25 of 37

A professor uploads their syllabus and prompts Gemini: "Generate a 10-question quiz based on this syllabus to help students understand the course's main learning objectives and major assignment policies." The AI generates a quiz that instead focuses on trivial, non-academic details (e.g., "What is the professor's office number?", "What font is the syllabus written in?"). This output should be analyzed as: (Select all that apply)

Pedagogically inappropriate, as it misaligns with assessment goals.
A failure to understand the semantic context and purpose of a syllabus.
A hallucination, as the information is likely in the source document.
A bias against the prompter.

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Question 26 of 37

A key principle of responsible AI use in academia is that the educator’s critical judgment and subject-matter expertise should be supplemented, not bypassed or replaced, by the technology.

True
False

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Question 27 of 37

A lecturer writes the following prompt:
"Create a case study about a business ethics dilemma."
Analyze this prompt. Which of the following elements from the PARTS framework are missing, making this prompt less effective than it could be? (Select all that apply.)

Persona (e.g., "Act as a business school professor...")
Action (e.g., "Create a case study…" )
Recipient (e.g., "...for an MBA-level class.")
Theme (e.g., "...focusing on shareholder vs. stakeholder theory.")
Structure (e.g., "...include 3 discussion questions at the end.")

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Question 28 of 37

The most direct navigation point for a user to initiate a new, general-purpose, web-informed conversation with Gemini (e.g., "brainstorm ideas for a discussion on the Roman Republic") is to go to the web interface at gemini.google.com.

True
False

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Question 29 of 37

A professor wants to create and save a custom version of Gemini with specific instructions (e.g., "You are a writing assistant for graduate-level research papers. Your tone is formal and critical. You will focus on identifying logical fallacies."). Which Gemini feature is designed for this purpose?

Gems
NotebookLM
Veo
Canvas

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Question 30 of 37

A key difference between using a general, publicly available generative AI tool and using a version covered by an institutional data protection agreement (e.g., Gemini for Education or Gemini in Google Workspace) is that in the institutional version, the user's conversational data and prompts are typically not used to train the underlying large language model.

True
False

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Question 31 of 37

Imagine you use your "Rubric Generator" Gem for the first time. The output is logical but uses overly simplistic language not suitable for graduate students. What is the most efficient next step?

Edit the Gem's "Instructions" to add a new "Persona" constraint (e.g., "Use a professional, academic tone suitable for graduate-level instruction").
Delete the Gem and restart from scratch, as a Gem's instructions cannot be modified after its first use.
Prompt in a standard Gemini chat to get the desired output.

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Question 32 of 37

Which of the following scenarios describes a decision that is least justified, posing the highest and most unnecessary risk?

A professor uses a public-facing AI tool to draft feedback for a student's essay, uploading the student's full, named paper which contains personal reflections.
A professor uses Gemini to generate a summary of a publicly available, open-access journal article.
A professor uses Gemini to brainstorm ideas for a class icebreaker.

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Question 33 of 37

When explaining the cause of hallucinations to a colleague, which statement is the most accurate?

"Hallucinations are an inherent risk of Large Language Models, which are designed to predict the next most probabilistically plausible word in a sequence, not to query a database of verified facts."
"Hallucinations occur because the AI has a deliberate, programmed agenda to mislead users on specific topics."
"Hallucinations are a bug where the AI accidentally accesses and reveals incorrect information from a corrupted part of its database."
"Hallucinations primarily happen when the AI's training data on a specific, niche topic is too old to be of any use."

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Question 34 of 37

Which of the following best describes a "process-oriented" approach to mitigating AI-related academic misconduct?

Redesigning assignments to require students to submit intermediate artifacts, such as annotated bibliographies, prompt histories, and reflections on their research and writing process.
Utilizing AI detection software as the primary mechanism to identify and penalize students who use generative AI inappropriately.
Shifting all major assessments to in-person, proctored examinations to eliminate the possibility of AI use during testing.
Creating a stringent syllabus policy that mandates an automatic failing grade for any student submission found to contain AI-generated text.

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Question 35 of 37

What is the primary function of "Generative AI" (GenAI)?

It creates content (e.g. text, images, or code) by learning and applying patterns from large datasets.
It acts as an advanced search engine that only finds and displays existing web-based content.
It is a tool used to find and label bias in a set of data.
It describes the physical computers (servers) that run advanced software.

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Question 36 of 37

An instructor applies the following prompt to generate a formative assessment: "Tell me what you know about the French Revolution."
Why is this an ineffective prompt for the task?

It is too broad and lacks a clear task, role, or context, which will likely result in a generic, non-scholarly summary rather than a usable assessment.
It is too specific and will confuse Gemini, which is better at broad, open-ended questions.
It fails to specify the "Deep Research" feature, which is required for all historical topics.
It uses conversational language ("Tell me..."), which generative AI cannot process efficiently.

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Question 37 of 37

You want to develop a new in-class activity to facilitate a critical discussion about the impact of AI on a specific profession. Which of the following artifact designs would be the most effective in achieving this goal?

A structured, formal debate with the prompt: "Resolved: The integration of generative AI into this profession will primarily devalue, rather than augment, human expertise."
A 50-minute lecture detailing your own predictions for how AI will change the field, followed by a brief Q&A.
A reading assignment where students read three articles on AI and submit a one-page summary of their findings.
A multiple-choice quiz testing students' knowledge of the names and functions of current generative AI tools.

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