AI Tools for Teaching and Learning

CHAD 137: Cognitive Development

transparent, equity-minded, progress

Reflection on Instructional Change:

I developed a policy around AI use. I used the template provided in this course as well as ChatGPT to refine and condense the policy into a reasonable length for the syllabus. The policy essentially dictates that AI should only be used when explicitly permitted, and other uses (especially when AI is used but not cited) would be considered academic dishonesty. The policy statement was inserted into my syllabus.

I had not clarified my AI policies for students in the past. As a result, I had students clearly using AI on exams, for example, with no recourse because I had not specified that this was out of course compliance. This semester, students are learning more about when and how to use AI appropriately, in part because they have earned zeros or partial credit when overuse of AI was detected.

I found online discussions with other faculty and well as Zoom discussions (i.e., Observe and Analyze) to be the most influential part of this FLC. I learned about many different tools that I had been unaware of, but because this is an emerging technology with many gray areas in education, discussion and collaboration with faculty members has been key to transforming my thinking and teaching practices.

During my Observe and Analyze session, I learned from another faculty member about how students can use AI to study. I am now exploring this. I also received valuable feedback from colleagues about clarifying my policies further (e.g., include clear consequences).

Evidence of Instructional Change

Evidence of Instructional Change
Policy	Student AI feedback	Completion Certificate
Screenshot of my syllabus policy during the O&A session	Sample of required AI feedback prior to submitting term paper Overall Strengths Clear focus on executive function and inhibition in ADHD. Good use of relevant research and citations to support your points. Strong integration of Vygotsky's sociocultural theory. Passionate and thoughtful writing, with an emphasis on classroom strategies that help support children with ADHD. Detailed Feedback by Section Title & Abstract ✅ Title is clear and relevant. 🟡 The abstract communicates the key themes, but it can be tighter. Consider removing some repetition (e.g., "social interaction" is repeated multiple times) and clarifying what your paper argues vs. what it describes.	AI Tools Certificate

Practice and Reflect Teaching and Learning with AI:

The tools and assignments in this course prompted me to learn about various AI platforms and uses in the classroom, for both teachers and students. I have begun using AI to help me create engaging in-class activities and create and refine exams. I continue to struggle with how to balance the use of AI tools with student academic integrity and assessment in the classroom. In prior semesters, I implemented online exams and a term paper that began with AI-generated content. This semester, I am giving exams in person to eliminate potential for AI-use on summative assessments. I am walking students through the process of writing a term paper themselves, but encourage (and sometimes require) using AI to help generate topics, refine ideas, and provide paper feedback to students. I hope that these practices induce a more equitable student assessment and promote students' effective use of AI writing tools without a loss of the ability to generate ideas and clearly communicate them.

Course Syllabus

Pre FLC Course Syllabus and Schedule

Post FLC syllabus and Schedule

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	Dr. Alexander earned her PhD in Human Development at UC Davis before beginning her career at Sacramento State in 2002. Prior to moving north for graduate school, she obtained her multiple subject teaching credential and BA in Human Development at UC Riverside.

Funding Source
This work was supported by:	Logos
US Department of Education P031S230256 and P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.