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CSAD 670: Professional Issues in Audiology

AI-resistant assignment, Podcast, Innovative

Reflection on Instructional Change:

Selected ACUE Technique: Creating an AI-resistant assignment: creating a podcast.

Considering there is a lot of use of AI for regular assignment, I wanted to create an interesting assignment that students have fun completing which is AI-resistant. So, the students were supposed to create a podcast by interviewing audiologists in the field, and explore topics that are not only relevant to their upcoming externship experience (which is a 1-year clinical experience) but also essential for their future career success. They also reflected what they learnt from interviewing their audiologist, and how it was beneficial for them. Then they listened to one of their classmates' podcast and reflected on what they learnt from them.

The students responded that they really learnt a lot from the meeting, practical tips for what they should do in their externship year, how they should balance work-life, how they can be involved in outreach, what are different specialties that students could specialize in,

Some direct quotes from students on interviewing audiologists:

"Overall, this podcast was a very positive experience and I learned a lot about mentorship, career advancement and what to look forward to in the coming years. "

"Reflecting on my podcast with Dr. YY, I gained valuable insights into the ethical complexities audiologists navigate, especially in pediatric settings."

Some quotes from students on listening to podcasts of their classmates:

"I enjoyed hearing this podcast with Dr. A; she gave me more insight into implementing a healthy work-life balance and prioritizing time to unwind from life's business."

"Overall this podcast we very well put together, great questions were asked, and Dr. Z brought up relevant cases and situations that we may run into in the future. Thank you for this information and I enjoyed the interaction!"

Usefulness of this FLC for my learning/ instruction:

I developed a deeper understanding of creating precise and actionable prompts by focusing on key elements such as format, tone, voice, and context. For example, specifying desired outputs like essays, scripts, or MCQs and clarifying word limits or audience helps improve AI-generated responses.
The RACCCA framework (Relevance, Accuracy, Completeness, Clarity, Coherence, Appropriateness) is invaluable for evaluating AI-generated content. This course emphasized teaching AI to self-assess its responses and providing guidance for improvement by offering feedback on bias, tone, or missing details.

Observe and analyze session take-aways:

Evidence of Instructional Change

evidence of instructional change
Image: Objectives of the assignment I created.	Direct quote from a student on interviewing an audiologist: "I learned that regardless of how grand or small the scale is, there is an impact on what we, students, can do for our patients. I also liked how Dr. XX provided advice towards the end of the podcast for students in what students need to understand when they go to their externship." A quote from a student after peer review: "I enjoyed hearing this podcast with Dr. A; she gave me more insight into implementing a healthy work-life balance and prioritizing time to unwind from life's business."	Image: Microcredential Course Module Completion badge

Practice and Reflect Teaching and Learning with AI:

I learned the importance of leveraging AI for collaborative learning and resource creation. By asking AI to create study guides, quizzes, and rubrics or generate ideas for classroom activities, I can streamline resource development while maintaining a critical eye for refinement.
The course highlighted strategies for blending AI-inclusive and AI-resistant learning experiences. For example, activities like oral presentations, video projects, or personal writing promote originality, while AI-inclusive tasks such as using chatbots for feedback or role-playing with simulated dialogues enhance skill-building. These methods teach students both the strengths and limitations of generative AI.

Course Syllabus

csad-670-fall-2024.pdf

Faculty Bio

faculty bio
	Faculty Bio: Soumya Venkitakrishnan completed her Bachelors and Master degrees in Audiology and Speech-Language Pathology (B.A.S.L.P. and M. A.S.L.P.) from Bharati Vidyapeeth University and from Maharashtra University of Health Sciences, India, respectively. Following this, Soumya worked as an Audiologist and Speech Language Pathologist for 2 years in India. She then went to the University of Iowa for her combined AuD and PhD degrees. At Iowa, she worked under the guidance of Dr. Yu-Hsiang Wu. After completing her externship at Stanford Ear Institute and graduating with both AuD and PhD, she is now working at California State University, Sacramento as an assistant professor. Her research goals are to improve the diagnostic test battery in clinic as well as to improve hearing aid outcomes in older adults. She is passionate about supervising student projects and also conducting research in pedagogical practices in audiology.

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.