AI Tools for Teaching and Learning

Course number: FIN 101 - Business Finance

Engagement through AI-Generated Examples

Reflection on Instructional Change:

I'd like to start by saying that I did not actually implement these changes in my course in Spring 2025, because I had published my course on Canvas before completing the FLC. However, I will be implementing these changes in the future.

As an example of using generative AI in enhancing student learning, I will have a create a classroom assignment in which students use ChatGPT to create two types of balance sheets:
1. A simple balance sheet for a corporation in financial distress
2. A simple balance sheet for a corporation in a strong financial position.

The reason for creating this activity is that while the textbook explains what a balance sheet is and provides an example, it does not provide examples of balance sheets for companies that are in various states of financial health (due to space limitations). On the other hand, generative AI can easily create many examples of balance sheets according to prompts. Seeing such examples of balance sheets would help students understand the characteristics of companies that are on solid financial footing, as well as companies that are struggling financially.

Again, I did not actually implement this practice in Spring 2025. However, I imagine this type of activity would improve student engagement, motivation, and ultimately learning. It would also provide a natural break from lecture mode and take students into discussion and collaboration mode.

The FLC activity that most influenced the changes I made in my instruction was the CTL "Observe and Analyze" synchronous Zoom session with my colleagues. One useful comment I received was that while my classroom activity is probably useful in increasing student engagement, it doesn't get students to higher levels of understanding, such as applying and creating. Nor does it necessarily develop critical thinking skills. This comment is well taken, so I will continue thinking about creating assignments and activities that would help students develop their critical thinking.

One takeaway from the "Observe and Analyze Session" with my colleagues was that students use AI tools regularly, whether we discuss them or not. So, as instructors, we might as well incorporate AI tools in our teaching in ways that can enhance our teaching and improve student learning.

Evidence of Instructional Change

Evidence of Instructional Change
Students would participate in a classroom activity where they would use ChatGPT to generate simple financial statements for companies in strong and weak financial position.	Example of an AI-generated balance sheet of a company in financial distress	AI for Teaching FLC Completion Certificate

Practice and Reflect Teaching and Learning with AI:

Thanks to this course, I learned quite a lot about AI tools in relatively short time. Specifically, I learned about:

Various AI tools, such as generative AI tools like ChatGPT, CoPilot and MidJourney,
Using generative AI tools to create text and images,
Using AI detection tools,
Considerations for employing AI in teaching and research,

I found that not all AI tools are created equal. Specifically, I found the accuracy of some AI detection tools lacking.
I was also able to develop an AI policy for my classes, which I’m eager to try next semester.

Course Syllabus

Course Syllabus and Schedule: FIN 101-Fall 2025-Ikromov

Faculty Biography
	I am a professor in the Finance, Insurance, and Real Estate department, which is part of the College of Business at Sacramento State. I have taught graduate and undergraduate courses in real estate finance and investments, alternative investments, business finance, and urban economics. I hold a BS in marketing and a PhD in real estate finance, both from the Pennsylvania State University. My research interests include real estate market efficiency, housing, experimental economics, and valuation. My book (co-authored with J. Luque and W. Noseworthy), Affordable Housing Development: Financial Feasibility, Tax Increment Financing and Tax Credits, was published in 2019.

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity US Department of Education Hispanic Serving Institution Project STEM4Equity 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.