AI Tools for Teaching and Learning

SWRK 151: Health Services and Systems

Experimentation, Ethical Use, Learning

Reflection on Instructional Change:

I chose to focus on teaching students to use AI ethically. I chose this because I have been getting AI generated assignments in this class the last few semesters. I worked one of the assignments through using CoPilot to identify how GenAI could be helpful for research while not writing the paper. I then prepared a short presentation to demonstrate how they could leverage the power of AI for information and even clarification on what the assignment was asking for. The delivery of this information did not go well in class due to technical challenges and timing, but I did write out everything for them and attach it as a helpful document to the assignment.

Trying to implement this reminded me that things do not always go as planned and sometimes class dynamics call for adaptation. The assignment I chose to attach this to was appropriate, but this specific class was simply not interested and not engaged. I do hope that those who chose to use GenAI included their feedback on their papers as requested (due this weekend).

I have taken a couple of other AI FLCs and this one was by far the best. The material presented on ethical use and AI detection were the most influential. I do believe it is up to us faculty to teach students how to use AI ethically and responsibly and I cannot do that if I do not know how to do it myself. I also believe that we have an obligation to identify inappropriate use which is why the detection information is so valuable.

My greatest takeaway from the O&A Session was the collective work we all had done and the feedback to each other. All of us tried something new and I felt supported by my colleagues while picking up a couple of new ideas for the future.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
Top of assignment with AI instructional note and links	Page one of the AI instructional document from the assignment	AI Tools for Teaching and Learning completion badge

Practice and Reflect Teaching and Learning with AI:

This workshop further expanded my knowledge of the use of GenAI in the classroom for both students and teachers. The workshop boosted my confidence in being able to have open conversations with students about appropriate uses of AI and the tools to think creatively about how to bring AI into the classroom to enhance student learning. The opportunities are quite vast. I have experimented with GenAI several different ways including brainstorming, editing, verifying information, creating images, structuring presentations, and clarifying exam questions. As with any rapidly evolving technology, there are challenges. AI opens the door to students cheating, and I know that no matter what I do that there will be a small subset of students that will use AI to cheat. The biggest challenge I have right now is how to create AI resistant assignments without creating an environment where students feel that I am chasing cheaters more than I am assessing learning. One thing that I am consistently doing with AI is evaluating lectures and PowerPoint presentations specifically for gaps and clarity. I know the impact has been a cleaner and smoother lecture. AI has also enabled me to update data within those lectures quickly by not having to do typical Google searches and hunt through different websites.

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	I have been a lecturer in the School of Social Work since 2013 and teach courses across the curriculum. I am proudly Made at Sac State receiving my BA, MSW, and MS here. Prior to returning to Sacramento, I spent my professional life in the Bay Area as a public policy analyst with a focus on policies affecting individuals with severe and persistent mental illness. In my off time, I enjoy my dogs, learning new things, and wandering the outdoors. In the words of Tolkien, "Not all those who wander are lost."

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.