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EDC 219 Group Counseling

Empowering, Effective, Responsible

Reflection on Instructional Change:

The ACUE Gen AI Course comprises four comprehensive modules: (a) Empowering Students Using AI, (b) Leveraging AI to Develop Course Resources, (c) Teaching with AI-Inclusive and AI-Resistant Learning Experiences, and (d) Writing Effective Prompts. Each module offers actionable strategies for effectively integrating AI into teaching and learning. Among these, I chose to apply the "Empowering Students to Use AI Responsibly" technique in my EDC 219 Group Counseling course, which is designed for graduate students in the Counselor Education Program within the College of Education.

I selected this strategy because I frequently observe that students are unclear about the boundaries of AI use in their learning processes. This lack of clarity often leaves them feeling discouraged or fearful of unintentionally committing plagiarism, resulting in missed opportunities to leverage AI as a learning tool. By incorporating this technique, I aimed to shift students' perceptions from apprehension to empowerment. My objective was to teach them not only how to use AI effectively but also responsibly, addressing ethical considerations and practical applications. This approach clarified misconceptions, instilled confidence, and empowered students to use AI as a resource for academic and professional success.

Students responded positively to my brief lecture on "How to use AI Responsibly and Effectively", particularly appreciating practical demonstrations of customizing AI instructions, preparing for exams, and obtaining feedback on essay drafts by uploading their work. They found these applications empowering and relevant to their academic needs. Implementing this practice also enhanced student motivation and engagement as they began to actively explore AI as a supportive learning tool.

Additionally, during the "Observe and Analyze Session" with my colleagues, I recognized the importance of introducing AI practices during the first class meeting of every course. By providing this foundation early on, students can understand and apply AI tools effectively throughout the semester. The session also inspired me to expand the range of strategies I teach by incorporating new, diverse techniques to address varied learning needs. By refining these practices, I aim to foster a more dynamic and supportive learning environment, empowering students to feel confident and prepared to use AI tools responsibly in their education and beyond.

Evidence of Instructional Change

evidence of instructional change
Zoom recording for Observe & Analyze session	Screenshot of the brief lecture on "How to use GenAI responsibly and effectively."	ACUE badge for completion of a module

Practice and Reflect Teaching and Learning with AI:

The AI ACUE course has been a transformative experience that has shaped my teaching practice as an instructor. While I have always been curious about integrating AI tools into my teaching, I have not taken the opportunity to explore this explicitly until now. The ACUE lectures, assignments, and Faculty Learning Community (FLC) activities provided me with a structured and reflective space to evaluate my teaching methods and consider how AI can enhance them. One key challenge I identified is my reliance on ChatGPT as my primary AI tool, which emphasized expanding my knowledge and experience with other platforms such as Claude, Google Gemini, and Microsoft Copilot. This course has motivated me to refine my teaching practices, enhancing student learning and engagement.

Course Syllabus

Course Syllabus and Schedule

Faculty Bio

Faculty Bio
	Dr. HyunGyung Joo (she/her/hers) is an Associate Professor in the Counselor Education program within the College of Education, specializing in School Counseling. Her areas of expertise include bias-based bullying, school connectedness, mental health, wellness, and mindfulness. She teaches a range of courses in the Counseling program, including Counseling Theory, Group Processing in Counseling, Educational Research, Dynamics of Human Development, Counseling Children and Youth, and Counseling Skills Lab.

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.