SWRK 151: Health Services and Systems

Powerful, Engaging, Evolving

Reflection on Instructional Change:

I implemented "Use GenAI to Create Instructional Materials" to help to modify an assignment to better align with course objectives and in recognition that students have posted their work on Course Hero and other sites such that I was consistently getting papers that were too similar. I also ran the existing assignment through ChatGPT and quickly realized that a few of the papers turned in last semester were almost certainly AI generated.

Implementing this practice showed me how AI can help me brainstorm the concepts I want to pull out of a book to have students further explore. AI also helped me to specifically tailor the prompts to concepts in the course objectives. This is all behind the scenes so students would not provide input.

The course "Leveraging AI to Develop Course Resources" was the most impactful as my starting point for learning about GenAI. I think by using AI myself while working with my own course materials I will be able to get to a point to guide students on ethical uses of AI in future classes. Since taking the ACUE AI course, I have not only rewritten the one assignment I focused on in this FLC, I have also used AI to get feedback and refine two lectures and I continue to learn about how to write effective prompts.

The O&A sessions are always wonderful experiences. I find the input from my colleagues invaluable and the feedback was constructive. My colleagues made recommendations on my prompting and how I could improve inclusive language. My greatest takeaway from the session was the collective work we all had done and feedback to each other. Seeing the work of my colleagues and hearing different perspectives further expanded my understanding of AI.

**Evidence of Instructional Change**
Opening of my O&A recording	New assignment prompts that I used AI to brainstorm and help refine	ACUE Badges

Practice and Reflect Teaching and Learning with AI:

This AI ACUE course has had a tremendous impact on myself and how I now approach my class. The opportunities that GenAI presents are beyond my wildest imagination, so to are the challenges. Opportunities that I have begun to leverage with AI include assessing assignments for alignment to course objectives, brainstorming key topics for new lectures, getting feedback on existing lectures, and assessing student work for inappropriate AI use. The challenge I am most concerned with is unethical student use that crosses the line in to cheating. I have already seen papers likely generated, not assisted, by AI. I have also discovered how easy it is for a student to plug multiple choice quiz questions into ChatGPT and get an answer in seconds. There will be an ongoing challenge in creating AI resistant assignments.

I have been focusing on creating course materials using AI and have found it to be a timesaver. One way AI has had the most impact is the challenge I have always had to start new tasks like writing papers and creating assignments. AI has shown me the power of a simple brainstorm to help me focus on a path through the tasks. I am looking forward to refining my own skills with AI and hope I can support students’ appropriate use as well.

Course Syllabus

151_Fall_2024_Section_4.pdf

Note: The nature of my project for this FLC would not reflect any change in a syllabus.

Faculty Bio

faculty bio
	I have been a lecturer in the School of Social Work since 2013. I am proudly Made at Sac State receiving my BA, MSW, and MS here. Prior to returning to Sac State, I spent my professional life as a public policy analyst with a focus on policies affecting people with severe and persistent mental illness. In my off time I enjoy my two dogs, woodworking, learning new things, and wandering the outdoors. In the words of Tolkien, "Not all those who wander are lost."

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.