RPTA 115: Recreation Therapy Assessment and Documentation

Comprehensive, Interactive, Innovative

Reflection on Instructional Change:

One practice I implemented from the AI Tools for Teaching & Learning Workshop was the use of AI for motivational interviewing in my course, RPTA 115: Recreation Therapy Assessment and Documentation. I designed an activity where students interact with an AI tool to practice motivational interviewing techniques. The steps I took included creating detailed scenarios for the AI to simulate, guiding students on how to conduct the interviews, and providing a summary sheet for them to document their findings. I chose these steps to ensure students could practice their skills in a controlled environment before conducting real interviews, enhancing their confidence and competence.

Implementing this practice significantly impacted my teaching and student learning. Students were more engaged and motivated, as they found the AI interactions both challenging and rewarding. One student remarked, "Using AI for practice interviews was a game-changer. It helped me refine my techniques and feel more prepared for real-life scenarios." Evidence from student work showed improved interview skills and deeper reflections on their learning process. The AI tool provided immediate feedback, allowing students to adjust their approach and learn from their mistakes in real-time.

My interaction with the FLC activities, particularly the module on ethical AI use, most influenced the changes I made in my instruction. Learning about the importance of ethical AI use and effective prompting was crucial. These activities were influential because they provided practical insights and tools that I could directly apply in my teaching. The emphasis on ethical considerations helped me develop clear policies for AI use in my courses, ensuring that students understand how to use these tools responsibly. This has fostered a more thoughtful and informed approach to integrating AI into my teaching practice.

During my "Observe and Analyze Session" with colleagues, one significant "aha moment" was realizing the power of peer feedback in enhancing teaching practices. Observing my colleagues' teaching methods and receiving their constructive feedback on my own approach highlighted areas for improvement that I hadn't previously considered. For instance, I noticed how incorporating more interactive elements, such as live polls and breakout discussions, could significantly boost student engagement and participation. This session underscored the importance of continuous reflection and collaboration with peers to refine and innovate teaching strategies, ultimately leading to a more dynamic and effective learning environment.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
This photo below is from the video recording that I reviewed in the Observe and Analyze session. I reviewed how I prepared the students to learn motivational interviewing techniques in the 3rd week of the semester. Full clip of Observe and Analyze session here. (12min). Slide with covering Motivational Interviewing practice with AI.	Above are two screenshots of a collaborative discussion thread about using AI as a tool to learn about mock interviewing.	Above is a photo of the AI Tools Teaching and Learning certification "CSU Innovative Teaching and Learning Program (ITPL)"

Practice and Reflect Teaching and Learning with AI:

The AI Tools for Teaching & Learning Workshop from the Chancellor's Office course has significantly influenced my teaching practices. One of the most notable changes has been the integration of AI tools to enhance both teaching and learning experiences. The workshop highlighted the potential of AI to personalize learning, provide immediate feedback, and support diverse learning needs, which I have found incredibly valuable. Additionally, learning how to structure an AI course policy and educate students about ethical considerations for AI was immensely beneficial.

AI tools have opened up new opportunities in my classroom. They can tailor educational content to individual student needs, allowing students to learn at their own pace and style. This personalization has led to more engaged and motivated students. Moreover, AI can provide instant feedback on assignments and assessments, helping students quickly understand their mistakes and learn from them. This immediate feedback has improved the overall learning process and kept students on track. Interactive AI tools, such as chatbots and virtual assistants, can make learning more engaging and interactive. With guided support, students can learn how to prompt and use these AI tools ethically, fostering a more dynamic classroom environment.

However, integrating AI into education also presents challenges. Ethical considerations remain one of the largest hurdles. Ensuring that AI is used ethically and responsibly is crucial, requiring clear policies and guidelines to prevent misuse and protect student privacy. Through the workshop, I learned how to improve my policies around AI and ways to deliver education that supports students in learning ethical use of AI. Additionally, some students may initially struggle to adapt to AI tools, necessitating additional support and training. The course provided strategies to help students learn basic skills needed to use AI tools ethically, enhancing their learning and educational engagement.

One AI tool I have incorporated into my course is Copilot. I taught the students how to use this AI tool for motivational interviewing practice in RPTA 115: Recreation Therapy Assessment and Documentation. This tool allows students to conduct mock interviews with an AI acting as the interviewee. The impact has been substantial. Copilot has enabled me to provide a more interactive and practical learning experience. Students can practice their interviewing skills in a controlled environment, receive immediate feedback, and refine their techniques before conducting real interviews. Students have reported increased confidence and competence in their interviewing skills. The AI tool has made the learning process more engaging and effective, as students can learn from their mistakes and improve their performance in real-time.

Overall, the integration of AI tools has transformed my teaching practices, offering new opportunities for personalized learning and enhanced student engagement while also presenting challenges that require careful consideration and management.

Course Syllabus RPTA 115 syllabus S25 (1).docx

Faculty Bio

Faculty Biography
Faculty Picture	Faculty Professional Background
	Alivia Elder-Gok, MS, CTRS, CIFT Hi everyone! I'm Alivia Elder-Gok. I'm an AY Lecturer with the Department of Recreation, Parks, and Tourism Administration (RPTA). I've been with the department since 2017 and am a nationally Certified Therapeutic Recreational Specialist (CTRS) with 10 years of experience. I'm a proud Sac State alumna and have worked in various areas, including campus recreation, community recreation, the clinical field, and I own and operate Liv RecTherapy LLC, a Recreational Therapy and Consulting service. Liv RecTherapy provides transformative therapeutic play that enhances the health and wellness of each unique individual we serve. I'm also actively involved in professional organizations like the American Therapeutic Recreation Association (ATRA). Here at CSUS, I've had the pleasure of teaching several courses, such as: RPTA 106: Introduction to Inclusive Recreation and Recreation Therapy RPTA 115: Recreation Therapy Assessment and Documentation RPTA 124: The Science of Nature Engagement and Human Health & Wellbeing RPTA 126: The Science of Play RPTA 169: Traumatology and Introduction to Post-Traumatic Growth Teaching Philosophy: I love creating a vibrant and inclusive classroom where students are excited to dive into recreation therapy. By focusing on hands-on experiences and real-world applications, I aim to make learning both fun and meaningful. My goal is to inspire you to become compassionate and skilled professionals who can make a real difference in your communities. When I'm not teaching, you can find me enjoying the American River Parkway, gardening, cooking, and baking. Fun Fact: I went to clown school and graduated! Feel free to reach out to me via email on Canvas if you need anything. You can check out this video to learn more about Recreational Therapy Licensure for California.

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.