AI Tools for Teaching and Learning

CE 150: Principles of Environmental Engineering

Real-world Application, Generative, Informative

Reflection on Instructional Change:

In my course, I created an assignment by instructing students to use generative AI tools to explore core concepts in environmental engineering to assist with research, visualization, and analysis. To create the course assignment, I followed the following steps:

Define learning objectives for the assignment to reflect enhancing conceptual understanding, support research and data analysis, and create visual representations of processes in environmental engineering. Defining clear learning objectives for the assignment helps alignment of the use of AI tools with the course's pedagogical goals.
Identify appropriate AI tools - As many students may be unfamiliar with relevant AI tools, I curated a list of possible generative AI tools suited for research, visualization, and analysis. This guidance ensures they use appropriate technologies effectively.
Create the assignment prompt, which requires students to use at least one AI tool for each problem, and specifies how the AI tools should be used. I included an instruction for documenting their AI interactions.

Integrating generative AI into the assignment shifted my role from being the primary source of information to a facilitator of inquiry and critical analysis. It allowed me to focus on guiding students in evaluating information quality and ethical considerations rather than merely delivering content. In addition, students demonstrated a strong grasp of core environmental engineering concepts such as air pollution, wastewater treatment design, and sustainable solutions. The ability to visualize processes or quickly generate real-world scenarios helped lower cognitive barriers for some students, allowing them to dive deeper into analysis and synthesis tasks.

The AI Policy Development assignment had the most influenced changes in my instruction since it required me to think critically about how emerging technologies intersect with pedagogy, academic integrity, and professional ethics. This assignment pushed me to move beyond viewing AI as a novelty and instead consider it as a tool that needs structured, thoughtful integration into the curriculum.

During the "Observe and Analyze Session", one major “aha moment” came when I realized how much more powerful student learning becomes when we make the learning process visible, especially in the context of using generative AI. While observing a colleague’s class, I noticed how students were asked not only to use AI tools but also to document their thought process, decision points, and even their AI prompts as part of the assignment. This seemingly small addition made a big difference. It shifted the focus from just completing a task to reflecting on how knowledge was constructed, where AI helped or misled them, and how they revised their thinking.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
Original assignment instructing students to use generative AI tools to explore core concepts in environmental engineering.	Revised assignment to reflect some important clarifications to enhance students' understanding when using AI tools. Change highlights: "You are expected to critically evaluate the outputs generated...include a short reflection...clearly indicate which parts of your summary were assisted by AI and explain how you verified or fact-checked the AI-generated content...include a short description of each treatment stage...(use a generative AI tool to) brainstorm three innovative ideas...reflect briefly on how generative AI helped in the idea generation and what you would do differently if you didn't have access to AI."	Evidence of completion for the AI Tools for Teaching and Learning Course from the CSU Chancellor's Office

Practice and Reflect Teaching and Learning with AI:

Participating in the AI Tools for Teaching & Learning Workshop deeply influenced my approach to course design and instruction. The workshop emphasized a balanced, thoughtful use of AI that enhances learning while promoting academic integrity and critical thinking. It shifted my mindset from cautious experimentation to proactive integration, with a clear focus on transparency, equity, and purpose.

Some of the opportunities that I noticed in my course while using AI tools include enhanced engagement, support for diverse learners, and preparing students with real-world applications. Students were more motivated and engaged when using AI in the course assignment and AI tools help scaffold learning by breaking down complex ideas or offering alternate explanations and formats.

Using AI tools also had some challenges in my course including academic integrity, equitable access, and quality control. I had to develop a clear guideline to ensure academic integrity while using AI tools. Also, I noticed that not all students have the same access and/or familiarity with AI tools, requiring me to provide tutorials and examples. Another challenge with AI tools is information reliability generated by AI, and teaching students to verify and critique AI-generated content should become a critical part of my instruction.

Course Syllabus

CE 150 Syllabus.pdf

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	Dr. Amir Motlagh is an Associate Professor in the Department of Civil Engineering at California State University, Sacramento. He holds a Ph.D. in Environmental Engineering from the University of Utah. His previous experiences include working as a research assistant at the University of Toledo and as a postdoctoral researcher at the University of Central Florida.

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.