AI Tools for Teaching and Learning

SOC 1: Principles of Sociology

Empowered, Guided, Transparent

Reflection on Instructional Change:

One of the practice from the AI Tools course that I implemented in my SOC 1: Principles of Sociology course is to write a AI usage policy for students. I am not opposed to students using AI but I must take steps to ensure clarity, relevance, and alignment with academic integrity. To do this, I first evaluated the course's student learning outcomes/objectives and identified areas where AI tools could enhance learning, such as generating discussion ideas, analyzing sociological data, or exploring diverse perspectives on social issues. I also pinpointed areas where AI use might detract from students’ development of critical skills, like original writing and argument construction. Next, I consulted exiting AI usage policy shared by colleagues/departments at CSUS and elsewhere. I selected my favorite policies and asked ChatGPT to combine them into one favorite policy. The policy explicitly encouraged responsible use of AI to support learning, such as brainstorming or refining ideas, while prohibiting practices like using AI to complete assignments without attribution. Here's the AI policy I selected: "You may use AI Tools, like ChatGPT, for research and editing (e.g., grammar-check), but you must include prompts and outputs in an appendix and properly cite any AI-generated content. The majority of your work must be your own writing. Misusing AI, including submitting AI-generated work as your own, is plagiarism and violates the Student Code of Conduct. Suspected misuse will result in a review with the instructor and possible referral to the department chair or college dean. Be cautious: AI can provide false information, so always fact-check – honesty builds trust and academic credibility. "

I believe that this AI usage policy significantly enhanced both my teaching and student learning. Previously, I was extremely hesitant to reference any forms of generative AI and their usages. After implementing an AI usage policy in my course that establishes clear guidelines, I felt more confident integrating AI tools into the course while maintaining academic integrity. This allowed me to explore innovative teaching methods, such as encouraging students to use AI for brainstorming or analyzing data, which added depth and variety to classroom discussions.

Student engagement also increased as they explored new ways to use AI tools to enhance their understanding of sociological concepts. For example, one student shared, “Using AI to generate different perspectives on social issues helped me see angles I hadn’t considered before.” Another student commented, “I appreciated having clear guidelines because it made me feel comfortable experimenting with AI without worrying about breaking the rules.”

The FLC activity that most influenced changes I made in my instruction was:

AI Policy Development: Assignment

This activity encouraged me to rethink how students engage with AI tools and highlighted the importance of teaching responsible and ethical use. They inspired the development of an AI usage policy that focuses on guiding students to use AI as a learning aid rather than a shortcut.

During my "Observe and Analyze session" with my colleagues, I was impressed by how they creatively use generative AI for class assignments that foster deeper critical thinking and engagement among students. For instance, a colleague shared how they used AI to help students analyze historical texts by generating alternative interpretations or summaries. He showed how AI could be as a springboard for discussion rather than a replacement for analytical skills. The session inspired me to think about ways to incorporate AI into my own assignments, particularly in tasks that require engaging diverse perspectives on sensitive sociological issues (e.g., race, ethnicity, gender, sexuality, etc.). I realized that AI can be a tool for scaffolding complex concepts and it can provide students with starting points that they can refine and critique.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
I'm showing the location of the course AI policy within Canvas.	Assignment asking students to use AI to answer several prompts in a discussion.	Badge that earned for participating in this FLC

Practice and Reflect Teaching and Learning with AI:

This AI ACUE course has profoundly influenced my teaching practices by broadening my understanding of how generative AI can be harnessed to enhance learning while maintaining academic rigor. In particular, I discovered the ability to use AI to create more personalized and engaging learning experiences. For example, AI tools can generate customized prompts, case studies, or discussion questions that align with students' interests or current events, making the material more relatable and stimulating for them. However, AI also present many challenges in teaching, such as the concern with students using AI responsibly without compromising their development of critical thinking and problem-solving skills. This is a major concern that I aimed to address with my AI usage policy.

Course Syllabus

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	Thien-Huong Villarreal is a Lecturer at Sacramento State. Her research and publications are in the areas of Asian Religion, Race, Gender, and Globalization. She is particularly interested in the globalization of Asian religious belief systems and practices in contemporary society.

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.