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Leveraging AI for Nonprofit Data Analysis and Reporting
Leveraging AI for Nonprofit Data Analysis and Reporting
California State University, Channel Islands
Joshua Gold, Assistant Professor from California State University, Channel Islands, developed a brief course to introduce students to the use of ChatGPT for data analysis and interpretation in a non-profit setting. The course guides students through practical modules on uploading data, conducting basic analyses, interpreting results, and creating visual outputs such as graphs and tables using AI tools. The class aims to help learners improve internal evaluations, stakeholder communication, and grant reporting through the use of accessible AI technology."
Instruction & Assessment Librarian
Instruction & Assessment Librarian
California State University, Channel Islands
Breeann Austin, an Instruction Librarian, and Thomas Alexander, an Information Literacy Intern, from CSU Channel Islands created a Canvas module on how to use (and not use) AI during the research process. The module is shared as three Word documents: (1) What is AI, (2) ChatGPT and Research, (3) Library's AI Research Assistant (also called the Primo AI Research Assistant). The pages include text, videos, further readings, "let's experiment" activities, and Thinglink interactive images to engage students and provide multiple learning pathway options. Screenshots of the Thinglink images are provided with links to accessible versions of the interactive content.
Use of Generative AI to aid Students in Creating Advanced Biochemistry Laboratory Protocols
Use of Generative AI to aid Students in Creating Advanced Biochemistry Laboratory Protocols
California State University, Channel Islands
William Munroe, Lecturer from CSU Channel Islands, tested AI tools (poe.com and playlabs.ai) to assist students in creating laboratory protocols for the advanced biochemistry laboratory. Here, the AI chatbot helped students create a draft for their protocol assignment by summarizing peer-reviewed journal articles and product documentation. The format of the AI-assisted output included items students are requested include in their prelab assignment, such as a purpose, chemical mechanism for the experiment, a list of chemical reagents/safety section, and the experimental outline. Students were then asked to critique the AI-output for correctness and completion.
AI-assisted control systems learning project
AI-assisted control systems learning project
California State University, Channel Islands
Vedang Chauhan, an instructor at California State University Channel Islands (CSUCI), has developed an AI-assisted learning module for a Feedback Control Systems course. This project introduces a self-guided, AI-supported learning approach aimed at promoting active engagement and deeper understanding in technical subjects. The method centers on structured, prompt-based exploration using AI tools like ChatGPT, where students begin with guided prompts, receive explanations and step-by-step walkthroughs, and then customize the interaction based on their individual learning styles and pace. The AI functions as a supportive peer tutor, helping students clarify concepts, develop problem-solving strategies, enhance critical thinking, and build confidence. The approach concludes with a student-completed problem and a short assessment to evaluate understanding without AI assistance. As a demonstration of this model, the topic of design via state-space methods in control systems is used to illustrate how AI can improve comprehension of abstract and mathematical concepts while fostering ethical and independent learning.
Activity: Using AI to Design Instruction
Activity: Using AI to Design Instruction
California State University, Stanislaus
Harleen Singh, an Instructor from California State University Stanislaus, designed an in-class activity where students collaborate in small groups and explored two modalities for lesson planning: traditional manual methods and the utilization of an Artificial Intelligence (AI) tool of their preference. Through this process, they compared the effectiveness of these approaches and reflected on the role of AI in instructional design. The assignment’s objective was to collaborate and delve into the benefits and challenges associated with integrating AI into instructional design.
Online Activity: Cause or correlation, or just a kettle of fish?
Online Activity: Cause or correlation, or just a kettle of fish?
California State University, Stanislaus
Danny Grimes, Instructor from California State University Stanislaus, created an online activity in Discussions Plus to help students interact while exploring the difference between correlation and causation. The activity requires students to create a post, reply to a peer, and respond to a reply. Using a humorous example, the activity encourages creativity and a lighthearted approach to problem-solving.
Interactive Jamboard Activity
Interactive Jamboard Activity
California State University, San Bernardino
Brittany Bloodhart, Instructor from CSU San Bernardino, developed an engaging interactive activity leveraging Jamboard. Instead of assigning students the individual task of generating stereotypes and expectations about gender, they now have the opportunity to explore their own assumptions by observing their peers' contributions on Jamboard. Through the use of sticky notes within a collaborative space, Jamboard allow students to actively participate by moving the concepts to different areas of the "map" (or board) based on their agreement with other students. This creates another interactive element, where students can debate about the placement of ideas, encouraging students to debate on a discussion board and assess whether each concept aligns with their collective understanding. This approach enhances student engagement and promotes active learning.
Course Homepage Example
Course Homepage Example
California State University, Stanislaus
Kimy Liu, Instructor from California State University Stanislaus, created a homepage for her online Introduction to Special Education Program. The homepage included a recorded welcome message, nine buttons to help students navigate the Get Started Module. Within the homepage, there is a recorded Canvas Tour, and "Get to Know You" survey embedded.
Bilingual Translations in Canvas
Bilingual Translations in Canvas
California State University, Channel Islands
Kristin Jordan, Instructor from California State University Channel Islands, implemented bilingual translations in Canvas for a Sociology of Education course where information on the Canvas home page, in the welcome/start here module, and major headings/buttons are presented in both English and Spanish. This initiative ensures that information displayed on the Canvas home page, within the welcome/start here module, and major headings/buttons is accessible in both English and Spanish. By providing simultaneous translations, students gain direct exposure to essential concepts and research covered in the course, such as community cultural wealth, linguistic capital, and bilingual education. Additionally, this approach fosters a more inclusive environment, both linguistically and culturally, within our class. Importantly, the adaptability of these bilingual translations makes them applicable to various courses, regardless of content alignment.
Calculus Canvas Shell Homepage and Module list screenshots - Bilingual
Calculus Canvas Shell Homepage and Module list screenshots - Bilingual
California State University, Channel Islands
Chrissy Soderlund, Instructor from Cal State Channel Islands, developed a bilingual kit for the Calculus I Canvas Shell. The bilingual kit enables instructors to better articulate course material in a way that embraces students for whom Spanish is their first language. There is a variety of instructional material types on the Canvas shell (videos, quizzes, written text, online math homework system, discussions, etc.). The bilingual kit strengthens the text of the various material types.
Assignment Information Video Production using Artificial Intelligence (AI) Tools
Assignment Information Video Production using Artificial Intelligence (AI) Tools
California State University, Channel Islands
Ryan Murphy, Assistant Professor of Business Communication at California State University Channel Islands, created an assignment information video using HeyGen (an AI avatar video creation tool) and ChatGPT. Assignment information videos supplement written assignment instructions, rubrics, and verbal explanations of an assignment in class. By offering assignment information using additional modes, student gain enhanced clarity and understanding of assignment instructions. Video instructions keep students engaged and they can be replayed as many times as necessary.
Acknowledgement to Dr. Stephen Lind of the University of Southern California who presented this concept at the Association for Business Communication Western Regional Conference (Spring 2024), where he shared both practical outcome of AI videos like this as well as technical instructions for creating them.
TedED Activity: Does School Kill Creativity?
TedED Activity: Does School Kill Creativity?
California State University, San Bernardino
Title: Does School Kill Creativity?
Description: This activity facilitates interactive learning and student participation with an online video. Using the TedED tool, it is able to increase the understanding of complex theories in developmental science, specifically the trade-off between learning and education, and respective cognitive outcomes. The link is embedded in Canvas, allowing for easy accessibility. The activity also includes reference to an additional scientific report that supports the theories discussed.
Enhance Student Engagement and Interaction in Group Assignments in STEM
Enhance Student Engagement and Interaction in Group Assignments in STEM
California State University, San Bernardino
Haiyan Qiao, an Instructor at CSU San Bernardino, utilized slides to develop a guided group assignment discussion for an asynchronous online course. This can be used as a reference/template for structured group discussions to promote student interaction and facilitate collaborative problem-solving in a group assignment.
Panopto Video Lecture Created to Help Students Make Connections between Content and Their Life Experience
Panopto Video Lecture Created to Help Students Make Connections between Content and Their Life Experience
California State University, Stanislaus
Julie Kaley, Instructor from CSU Stanislaus created a video lecture as a follow-up to students reading a chapter in text. The video highlights a current event article in Forbes and she encourages students to make connections about the current evironment Post-COVID. The video is created using "Panopto" an accessible campus adopted technology which provides captions and ease of use for the learner. The video is an easy example to promote student engagement in asynchronious online courses.
Syllabus - Updated Policies and Diversity Statement
Syllabus - Updated Policies and Diversity Statement
California State University, Fresno
Christopher Moss, an Instructor from Fresno State, provides a syllabus updated to be more inclusive with diversity and accessibility information. Sample templates were provided by Fresno State and added to provide an update to the syllabus that is more accessible and inclusive.