Abstract
Informed by taking a course entitled “Teaching with Artificial Intelligence” from Auburn University, this year I have made two main changes to my Introduction to College Writing courses for Fall 2024 and Spring 2025: The first is to introduce generative AI, specifically chat GPT, to my students in week four the semester. During this time, they learn about what large language model artificial intelligence is and use it in a minimal way, receiving feedback on a final draft while in the classroom and discussing the ethos driven implications of using it. The second course change takes the students through an entire paper cycle, using AI for idea generation, thesis refinement, research assistance, argument mapping, and small group peer review. The effectiveness of these changes at transforming student use from “cheating” to a tool and improving student understanding of the skills being taught in this course are being assessed by reviewing overall grades in these classes compared to previous semesters, and by collecting student responses to survey questions at the beginning and end of the semesters.
Presenters
Elisa BerryAssistant Professor, English Department, Western Kentucky Univerity, Kentucky, United States
Details
Presentation Type
Theme
KEYWORDS
GENERATIVE AI, CHATGPT, ETHOS, FEEDBACK, PAPER CYCLE, STUDENT UNDERSTANDING
