AI Tools for Teaching and Learning

Chem 106: Chemical Concepts

Generative AI Tool, Prompt Engineering, Critical Thinking

Reflection on Instructional Change:

The practice I implemented in the course is AI Generated Content. Firstly, I decided which assignment I wanted students to apply AI tool. Then I introduced what AI is and showed them how to use a convenient AI tool ChatGPT. In class I demonstrated the kind of prompt to be used and how to apply critical thinking to decide whether the generated content is useful. The steps I took is to reach everyone, in particular the ones who are not family with AI tools.

About 90% of students responded that the use of AI helps with their assignment. The following is one of the written comments from students:

"At first, I did not understand why you allowed us to use the AI tool. However, after using it as you instructed, I understood how helpful it was. It allowed me to see the base fundamentals of what was needed to create my lesson plan according to the standards. It filled in some gaps that would have been there had I completed it all on my own and helped me make connections and think critically. Overall, the AI was like a guide leading me in the correct direction to create my own work."

The learning activity "AI Generated Content: Discussion and Reflection" is most influential to me. The use of AI is mysterious as the prompts you input can generate different products. However, AI can only help us not to replace our work, so it was interesting to read all my colleagues' experience with AI.

In the CTL "Observe and Analyze" synchronous Zoom session with my colleagues, I learned that students are not encouraged to use AI tools in most of the courses, and there is a consensus that clear course policies about AI use should be included in the course syllabus and discussed with students in class.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
Instruction on how to use AI: "For Part F of the classroom project activity (Chemistry Background Information), please follow the steps below: 1) Upload the file containing your selected learning objectives and activity to ChatGPT, 2) Use the following prompt: 'please generate 2,500 words of chemistry background information for Grade X based on the uploaded file.' Note: The learning objectives for this activity can be found on Canvas."	Sample student written comments about AI use: "The AI tool provided a solid foundation for starting my project. It helped me better understand the materials and background knowledge 4th-grade students would have on the subject. I found its assistance with formatting particularly helpful. Overall, it significantly sped up the project process."	Evidence of completion for the AI Tools for Teaching and Learning Course from the CSU Chancellor's Office

Practice and Reflect Teaching and Learning with AI:

The AI Tools for Teaching & Learning Workshop from the Chancellor's Office course has introduced me to a various of practical content and techniques that are influential to my teaching practices, such as AI Generated Content, AI dection, AI resources, and AI policy development. After participating in the workshop, students were encouraged to use artificial intelligence (AI) tool to complete the chemistry background information section for the term project titled "Classroom Activity Project" in Fall 2024. Since >90% enrolled students are juniors and seniors, and about 90% of students had high school or no chemistry backgrounds, most students have difficulty to complete this section successfully. Students were demonstrated to use ChatGPT and sample prompt to generate useful information. Most students responded positively about their experience with the AI tools. For example, AI provided a solid foundation and helped them make connections and think critically.

Course Syllabus

No change was made on the syllabus about AI use as this is still underdevelopment yet.

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	Yujuan Liu holds a Ph.D. in Chemistry Education and a Ph.D. in Inorganic Chemistry. She is an Assistant Professor in the Department of Chemistry. Dr. Liu teaches general chemistry lectures and general and organic chemistry laboratory courses. Her research interests include (1) developing and evaluating green chemistry experiments for undergraduate laboratory curriculum and (2) investigating student affect (e.g. motivation, self-efficacy, and goals) based on theory-based instruments for interventions to improve student achievement and retention. She is an active member of American Chemical Society and has published many conference papers and journal articles on development, implementation, and evaluation of laboratory projects and evidence-based instructional practices.

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.