Submitted by: Jen Talbot, jtalbot@uca.edu on 08/22/2024
Generative AI affects writing-intensive courses differently than other types of courses by fundamentally altering the way students engage with the writing process. In these courses, where the focus is on developing critical thinking, argumentation, and communication skills through written expression, generative AI can both enhance and challenge traditional learning outcomes. While AI tools can assist students in drafting, editing, and refining their work more efficiently, they also raise concerns about originality, academic integrity, and the development of independent writing skills. Unlike courses that may rely more on objective assessments, writing-intensive courses must navigate the balance between leveraging AI for skill enhancement and ensuring that students genuinely develop their writing abilities.
This two-part workshop is tailored to the needs of lower-division writing intensive sources in CAHSS, but the content will be useful for any course that teaches writing as a technical skill or uses writing projects as a means for assessing content understanding.
Part one (September 17, X period) will cover levels of adoption and strategies for developing pedagogy and policy that aligns with course goals. Part two (October 1, X period) will be a hands-on assignment workshop.