Published Content
The Ethical Implications of AI in the Composition Classroom: From Plato to Parrots and Back Again
Rebecca Cepek, PhD
This article addresses the needs of first-year writing students in regard to the use of generative artificial intelligence programs in the composition classroom. The responses to generative AI in academia have settled into three somewhat predictable patterns: complete resistance, complete acceptance, and the ever-popular middle ground. While generally, I like to avoid extremes, I am unable to do so in this case: I feel for the sake of our students, in terms of first-year writing, we must take the path of complete resistance. The various generative AI systems, as they exist now, are flawed for a variety of reasons, with deeply troubling ethical implications in terms of the environment, the information they produce, and the ways in which they share that information.
Developing Thinking through LLM-Assisted Writing: Hegelian Synthesis and Critical Thinking
Robert Deacon, PhD
Students can bypass much of the writing process and the critical thinking that comes with it when using Large Language Models (LLMs) such as ChatGPT. Single-stage writing assignments may have no value for students who use LLMs. This paper proposes Hegelian synthesis writing (dialectic writing) as a solution for this problem.
Grilling Perspectives: Debating with AI about Burgers and Sustainability
Kelsi Matwick, PhD
This lesson plan introduces debate and generative AI in both classroom and online settings. The context is tailored for courses in writing, communication, journalism, political science, humanities, or natural sciences course, aiming to explore a controversial topic and use AI.