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PUBH 114: Human Ecology and Health

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Reflection on Instructional Change:

I used "leveraging AI to develop course resources" and "writing effective AI prompts". First, I used the "leveraging AI to develop course resources" technique by using Chat GBT to develop a welcome letter to students in PUBH 114. I asked Chat GBT to create a welcome letter for PUBH 114 Human Ecology and Health and asked for the tone to be friendly and welcoming. After generating a script, I tailored the text to sound more like my tone of voice. I sent the welcome letter to students in all sections on the first day of school. Second, I used the "writing effect AI prompts" technique, by asking ChatGBT to take the text of one of my discussion questions and make it easier to understand, and at an 8th-grade reading level. I implemented this when one of my students asked me to explain what the question meant because they were having a hard time understanding the question. After ChatGBT generated an answer, I modified the text to adjust to my needs and sent the text to the student.

The student specifically asked " Hello Professor, I have a question about the lecture and lecture response assignment for week 2 and I'm having a bit of a hard time understanding what it's asking. I attempted to answer each of them but it doesn't look right so can you clarify what each question means in simpler terms?", I responded with the AI-assisted response and the student responded by saying "Thank you for trying to help and explaining but I was referring to "Week 2: Ecology and Ecosystems Lecture & Lecture Response" where each question asked about the food webs. My apologies, I should've clarified that earlier. I rewatched the lecture videos but it still doesn't click in my head. But at least, I appreciate these simpler terms for the other assignment because I was actually planning on working on it! the explaination in this case helped." I think this impacted the students because they felt comfortable enough to continue asking me for help understanding discussion questions for later assignments. This practice helped me because sometimes I struggle to put things into simpler terms, so this has changed my teaching practices to use this method for other assignments.

I am so happy to have discovered the ability to ask AI to help generate discussion questions. I used this this throughout the semester and it was so incredibly helpful. It was fast as well. Using this tool took a lot of stress off of me when I could not think of anything creative. I plan to use this every time.

After participating in the "Observe and Analyze Session" with my colleagues, my main takeaway is to make the more simple questions available to all students, instead of only responding to one. With this suggestion, I plan to adjust all of my assignment questions to be in simpler terms.

Evidence of Instructional Change

evidence of instructional change
Screenshot of my AI-generated response and the student's response.	Student response to the AI-assisted discussion question.	Module Completion Badge

Practice and Reflect on Teaching and Learning with AI:

I am so happy to have taken this course, it has impacted the way I teach. I use AI to help generate discussion questions when I am struggling. I also use AI to bring the reading level down on topics to make it easier to understand concepts.

Course Syllabus Fall 2024 PUBH 114 Asynch Syllabus (1).pdf

Faculty Bio

My name is Chanel Emeh, part-time lecturer at Sacramento State University. I teach two PUBH 114, Human Ecology & Health, and PUBH 122 Health Psychology. I also work full-time for the California Department of Public Health, in the Environmental Health Investigations Branch, under the State asthma program. I work on reducing asthma disparities in African American/Black communities in California.

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, 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.