AI Tools for Teaching and Learning

Biology 1: Biodiversity, Ecology, and Evolution

Useful, Challenging, Transformative

Reflection on Instructional Change:

One practice from the AI Tools for Teaching and Learning Workshop that I implemented was Course Level Objective: Explore ongoing learning opportunities related to AI tools. I think it is important to help our students learn how to appropriately use AI. AI tools are extremely useful, and they will need to use them throughout their careers. I chose to have students use AI as part of an assignment. They were looking for specific logical fallacies in an advertisement about climate change. As the last part of the assignment, I had them upload the article to ChatGPT and ask ChatGPT to identify the logical fallacies in the article and provide examples. ChatGPT did an amazing job of identifying and explaining the fallacies in the article.

This assignment allowed students to see how effective ChatGPT can be when asked the right questions. By right question, I mean that the usefulness of ChatGPT is limited by the knowledge base of the person asking questions. Prior to this assignment, most students did not know about logical fallacies. Once they had learned about them, then they were able to use AI to extend their understanding of fallacies and their understanding about how to use AI.

This FLC was possibly my favorite FLC I have ever completed. I learned so much. Starting with using CapCut to make my self-portrait. I had only used ChatGPT prior to this FLC. Using Dall-E was possibly my favorite part of the course but the most impactful were practicing using AI, identifying AI use, and creating an AI policy for my classes.

When participating in the Observe and Analyze session, I realized the importance of crafting an AI policy that includes specific consequences for inappropriate use. I need to revise my policy to be clear. I think it is important to allow students to learn from their mistakes, so allowing them to revise and resubmit the first time they are caught using AI is an important aspect of my policy.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
This picture shows a screenshot of the logical fallacies ChatGPT found in an advertisement against climate change science.	This AI generated self-portrait was created with CapCut. Creating this image has inspired me to find creative ways to use ChatGPT in my classes and helped me begin to see ChatGPT as an incredible resource for students instead of something malicious.	AI Tools for Teaching & Learning Completion Certificate or badge.

Practice and Reflect Teaching and Learning with AI:

The AI Tools for Teaching & Learning Workshop from the Chancellor's Office course has influenced my teaching. I am now more knowledgeable and willing to learn how to use AI tools. I also understand some of the amazing ways these tools can be used. I plan to add new assignments each semester using AI. I am still looking for ways to discourage AI use in online exams and quizzes. This is the area where I find it the most challenging to control. I now have an AI policy I include in my syllabi and we frequently use ChatGPT in class when appropriate. I still need to expand my understanding and use of other forms of AI.

Course Syllabus

BIO 1 Syllabus_Spring_2025

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	I am a lecturer in the Biology Department at California State University, Sacramento (CSUS), and also teach biology at American River College. I began my teaching career over 20 years ago, after completing a Seminar in College Teaching at UC Davis, where I was inspired by the possibilities of teaching through active learning. Teaching is my passion, and I am deeply committed to helping students succeed. I strive to make science engaging and accessible, fostering growth through practice, encouragement, and creativity.

Funding Source
	This work was supported by: 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.