AI Tools for Teaching and Learning

CHEM 162: General Biochemistry Laboratory

AI Policy, STEM, Syllabus

Reflection on Instructional Change:

This semester, I introduced an AI policy in my syllabus for the first time. I had initially hesitated to create one because I wasn’t sure how students might use AI, and I didn’t yet feel confident in my understanding of its capabilities and limitations. However, a conversation last semester with a student who asked whether using AI as a reference in her lab reports was acceptable made me realize the importance of providing clear guidance. It also highlighted that students often have misconceptions about what AI can and cannot do. In crafting the policy, my goal was to clarify when and how AI use is appropriate, while also leaving room for flexibility in unforeseen situations.

On the first day of class this semester, I dedicated time to reading and discussing the AI policy with students. Afterward, I gathered feedback through an online survey. While some students found the policy clear, many requested more specific examples of acceptable AI use. For instance, one student suggested “stating specific assignments in which AI can be used to improve our work, and maybe providing examples of correct and incorrect usage.” Another student asked for a specific format for citing AI use.

Because I implemented this new policy for the first time this semester, the FLC assignment on AI Policy Development had the greatest impact on my course this semester. It provided the structure and support I needed to create and roll out the policy. The feedback I received from students will be valuable for refining the policy and improving class discussions about AI next semester. The AI Resources module also had a significant influence on my teaching. It introduced me to tools beyond ChatGPT, such as Perplexity and Gemini, which cite their resources.

During the Observe and Analyze session, one key takeaway was the idea of developing an assignment specifically focused on the AI policy. In this assignment, students could practice using AI within the policy’s guidelines and learn how to properly cite its use. I plan to incorporate this activity next semester to reinforce both ethical use and digital literacy.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
Image 1: Question 2 Results Results from a survey question on how well students understand the acceptable use of AI.	Image 2: Question 3 Survey Results Results from a survey question on how clearly the AI policy was explained to students.	Image 3: Question 5 Survey Results Results from a survey question on how many courses students have taken that included an AI policy.

Practice and Reflect Teaching and Learning with AI:

As a result of participating in the AI FLC, I’ve begun incorporating AI into more aspects of my teaching preparation and grading. I use ChatGPT to generate rubrics by providing assignment descriptions as prompts, which helps streamline the assessment process. I also use it to refine emails and announcements to ensure they are clearly written and appropriately tailored to the intended audience. Additionally, I’ve used ChatGPT to improve the clarity of test questions and instructions, making them easier for students to understand. Overall, integrating ChatGPT into my workflow has made my teaching more efficient and effective.

Course Syllabus

Spring 2025 CHEM 162 Course Syllabus

Faculty Bio
Faculty Picture	Faculty Professional Background
	Dr. Monica Gonzalez, a Northern California native, earned her B.S. in Chemistry and Biochemistry from Chico State. She went on to pursue her Ph.D. at UC Berkeley, where she worked in the lab of Professor Evan Miller, developing a Near-IR fluorescent sensor to detect changes in cellular membrane potential. Following her doctoral work, she joined the lab of Professor David Olson at UC Davis, where she used biological assays to investigate the growth-promoting effects and hallucinogenic potential of psychoplastogenic compounds. In 2023, Dr. Gonzalez joined the Chemistry Department at Sacramento State as an assistant professor. Her research group focuses on understanding the neurotoxic effects of pesticides.

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.