AI Tools for Teaching and Learning

EDUC 21: First-Year Experience

Integration, Belonging, Empowerment

Teaching Reflection

From the Chancellor's Office AI Tools workshop, I implemented AI integration of AI-generated content into my EDUC 21 interview assignment workflow. Students used AI to generate interview questions, draft professional emails, and compose thank-you notes. I developed ethical AI guidelines, created pre/post assessments to measure comfort levels, and designed scaffolded activities where students practiced with AI while maintaining critical thinking. These steps prepared students for an AI-integrated future while supporting the First-Year Experience curriculum's focus on academic skill development and campus connection.

Pre/post-test assessments revealed positive impacts on student learning, showing measurable increases in AI comfort and professional communication skills. One student noted, "Learning how to use AI for professional communication helped me feel more confident when reaching out to campus staff." Another demonstrated sophisticated usage by generating initial interview questions with AI, then critically revising them to align with their research objectives. This integration particularly benefited students with varying levels of technological experience by demystifying AI tools while preserving their agency in the learning process.

The FLC's interactive lecture on AI usage most significantly influenced my instructional approach. The practical demonstrations provided a clear framework for integrating these tools while maintaining the course's focus on student belonging. The paired activities were influential because they allowed me to experiment with AI in a low-stakes environment before classroom implementation. This experiential learning helped me develop effective scaffolding for AI components, resulting in a more cohesive integration of technology with community-building objectives.

Participating in the "Observe and Analyze Session" with colleagues was fascinating, and it was interesting to witness how different departments are implementing AI in such diverse ways, from art to history and beyond. These cross-disciplinary perspectives offered creative approaches I could adapt for further AI integration in my courses. For example, seeing how art faculty used AI for creative exploration gave me ideas for incorporating more imaginative AI applications in my assignments. The session also provided a valuable networking opportunity, connecting me with faculty from departments I wouldn't typically interact with, creating potential for future interdisciplinary collaborations around AI pedagogy.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
Assignment: Using AI to write interview questions	Student Work Sample	ACUE Badge

Practice and Reflect Teaching and Learning with AI:

The Chancellor's Office AI Tools for Teaching & Learning Workshop meaningfully enhanced my approach to teaching EDUC 21 by demonstrating practical applications of AI for student support. I integrated AI into my interview assignment workflow, where students used it to generate interview questions, draft professional emails, and compose thank-you notes through structured activities requiring critical evaluation of AI-generated content. This implementation addressed both opportunities (developing communication skills) and challenges (ensuring equitable access and maintaining academic integrity). Assessment data showed moderate improvements in student comfort with both AI technologies and professional communication, helping students navigate two challenging aspects of the first-year experience: technology use and networking. By framing AI as a supplementary tool rather than a substitute for critical thinking, students developed practical skills in both technological literacy and academic communication.

Course Syllabus

Faculty Bio

Faculty Biography
Faculty Picture	Faculty Professional Background
	Dr. Pella earned her Doctorate in International and Multicultural Education from the University of San Francisco, specializing in Human Rights Education. Throughout her career, she has dedicated herself to sexual assault prevention work, examining the intersection of media literacy and violence prevention. Her research investigates how media shapes students' perceptions of healthy relationships and sexual consent, while advancing critical approaches to media education.

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.