AI Tools for Teaching and Learning

POLS 162: American Film and Politics in the Nuclear Age

Critical Thinking, Original Analysis, Independent Problem-solving

Reflection on Instructional Change:

The course learning objectives are here to offer original analytical and critical reflections, among other things, on the selected media in the class. Thus, I created an AI policy to prohibit the use of AI, using the Turn-it-in tool. It’s used with the primary benefit to be as a deterrent. I also included the syllabus statement and a reminder not to use AI in the modules themselves. This both reflects the learning objectives and reminds them right before they submit no to use AI. Instead, I want students to think, analyze, and interpret. Therefore, no artificial intelligence, no plagiarism, nor outside movie reviews are allowed. It's a film course, so I encourage them to be confident in their own engagement with the assigned media.

One student's submission was identified as AI. The student received a 50, with this feedback from me:

Prof. Rae:

"Returns as AI generated by multiple detection tools. Need to generate your own responses to the media. analyze the themes presented in lecture more, in your own analysis. weave together comparatively."

Student reply:

"Good morning professor!

I hope you are doing well. I wanted to reach out to you and clarify a few of my concerns regarding my work for journal #4. I understand that there may have been concerns about the originality of my work. I want to assure you that the assignment and its content was entirely my own. I dedicated significant time and effort into completing the assignment, and to receive a failing grade is quite upsetting. I am disappointed that my efforts did not reflect in my grade. I understand that I could have incorporated more analysis of the themes discussed in the lecture, which I appreciate that feedback and will be sure to improve on that in my next journal. I take my academic work seriously, and if there is any chance for my grade to be reconsidered, I would greatly appreciate it. Thank you!"

Response from me (Prof. Rae):

"I will provide feedback on each journal. Most students have improved through that dialogue over the first 3 journals. The lowest 3 scores do not count, so I expect your journals and scores will improve with the other ones you submit. We can always discuss more in office hours. Good luck on the next one. My suggestions have been, watch the video lecture, think about those themes I mention when you watch the clips, engage and analyze and compare as you make your reflections, and then tie together and proofread."

The AI Detection information including sample policy statements was the most helpful for me. This helped me to produce my own statement, borrowing from Stanford University but integrating with existing Sac State honor codes and policies.

Likewise, our interactive sessions were helpful as a reminder to consider implicit bias, the student's positionality, and the risk of miscommunication and misunderstanding, particularly in online classes.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
AI Policy Statement in Syllabus on Canvas	Example of Turn-in-in AI Detection Tool in Action	CSU AI Badge

Practice and Reflect Teaching and Learning with AI:

Since this FLC began, I have updated the assignment to require a timestamp to cite from the video clip that I assign, and I also look for other mistakes. In a couple of cases AI appeared to be used, and there was no timestamp, and the score was resulting to be low. But I try not to be accusatory while I inform them of the percentage AI returned using Turn-it-in. I re-emphasize the learning objectives and start a dialogue to encourage more original analysis, the course learning objective.

There are 9 written assignments, the lowest 3 scores drop off, so even if I give them a 0, they can recover. This semester, only 5 of the 300 plus writing assignments turned in returned anything above 0% among the 62 enrolled students in the class. That is much better than in the past, so I have been happy with that, and particularly the deterrent effect.

Course Syllabus

American Film and Culture_2025.pdf

Faculty Bio

Faculty Biography
Faculty Picture	Faculty Professional Background
	Bio: James DeShaw Rae is professor of politics at California State University, Sacramento. James is from Iowa and attained his bachelor's degree in Political Science at the University of Iowa. He formerly worked in Washington, DC as a researcher at the United States Institute of Peace (USIP), a non-partisan think tank funded by the U.S. Congress to help prevent, manage and resolve international conflict. While there, he completed a master's degree in International Affairs at American University. He received his PhD in Political Science at the University of Hawai'i. He is the author of Analyzing the Drone Debates: Targeted Killing, Remote Warfare, and Military Technology (New York, NY: Palgrave Macmillan, 2014) and Peacebuilding and Transitional Justice in East Timor (Boulder, CO: Lynne Rienner, 2009). His research focuses on peace, justice, human rights, and international law, as well as politics and national identity in East and Southeast Asia. He has published in Global Change, Peace, and Security; Peace Review; Asian Politics and Policy; Eurasian Geography and Economics; and Ethnic Studies Report. James was twice a Fulbright Scholar in Beijing, China: at China Foreign Affairs University (2011-12) and at Beijing Foreign Studies University (2017-18).

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.