AI Tools for Teaching and Learning

GM105: Strategic Management

Critical Thinking, Real-World Application, Teamworks

Reflection on Instructional Change:

Practice from ACUE AI Tools for Teaching and Learning Course Implemented - AI Generated Content Discussion

In my GM105 Strategic Management course, I implemented the AI Generated Content Discussion practice from the ACUE AI Tools for Teaching and Learning Course. Since the course involves multiple discussions around readings and cases, and the final project requires students to propose a strategic initiative for their chosen firm, I used generative AI to create more insightful discussion questions and find real-time, real-world examples.
I also encouraged students to use generative AI to brainstorm ideas, locate relevant news articles, find supporting references, and organize those references, all while emphasizing the ethical and responsible application of AI tools. I took these steps to enrich discussions, connect with students’ interests, and help them develop practical analysis and discussion skills.

Impact on Teaching and Student Learning

This practice made my teaching more impactful by introducing discussion questions I had not used before but that sparked deeper interest and engagement. Sharing AI-generated prompts provided a foundation for students to effectively use AI tools. As a result, students actively used Gen AI during assignments and learned how to cite AI properly. One student commented, “Having a prompt really helped me focus my study and find better sources.” Overall, students became more adept at using diverse resources in their work.

FLC Activities Most Influential that Impacted My Instruction

The AI Generated Content: Discussion and Reflection activity was the most influential. It shifted my view of AI from simply a content generator/assistant to a catalyst for deep discussion, creativity, and critical thinking.

CTL "Observe and Analyze" Synchronous Session

During the "Observe and Analyze" session, I shared how I recorded videos demonstrating prompt use for assignments to my students and shared the videos. Colleagues suggested adding more syllabus details other than sharing the prompts via videos, such as AI citation methods, which I included already in my syllabus for next semester.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
Video Instruction Created for Students to Share Prompts for Exercises Whenever they have exercises I have recorded instructions with useful prompts using videos and shared them with my students.	One Team's Reference Citing AI as a Source I found that after sharing ideas regarding the ethical use of AI for their exercises, I found AI from the reference list	ACUE Accomplishments Badges earned through ACUE AI Training Course

Practice and Reflect Teaching and Learning with AI:

The AI Tools for Teaching & Learning Course broadened my perspective on integrating AI into instruction. It highlighted opportunities to enhance student engagement, personalize feedback, and streamline assessments, while also underscoring challenges like ensuring academic integrity and addressing the learning curve for new technologies. With recent updates on "ChatGPT Edu", I shared the information with students and incorporated ChatGPT Edu when I provided instructions for exercises and the final presentation. This tool significantly improved students’ critical thinking and research efficiency, enhancing both teaching effectiveness and learning outcomes.

Course Syllabus

GM105- Strategic Management Syllabus.pdf

Faculty Bio

Faculty Bio - Jungyoon Jang in Strategy and Entrepreneurship
Faculty Picture	Faculty Professional Background
	I earned my Ph.D. in Organizations and Entrepreneurship (Strategic Management) from the University of Pittsburgh's Katz Graduate School of Business. My academic journey includes an M.S. in Economics from the University of Wisconsin-Madison and a B.A. double major in Economics and Politics & Diplomacy from Sogang University, Republic of Korea. My research interests focus on innovation ecosystems, bottlenecks, and the lifecycle of entrepreneurial ecosystems, employing methods such as content analysis and machine learning techniques. Before pursuing my Ph.D., I worked in the public and financial sectors. Additionally, I have accumulated three years of teaching experience in the field of business.

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.