Very strong piece. I like the part about instructing vs modeling. That feels very true to me. I am working on something regarding reading skills at the moment. Will have more to share next week when the dust finally settles.
These are great points, Terry. The Comp 1 classroom is especially prone to this, as they often ask students to write 6+ papers during a semester.
To encourage any kind of transformational stage, we need to slow things down and really lean into process-based teaching practices. If students are always under pressure to write, write, write, then we can’t really expect them to alter their approach and think of alternatives to formulaic notions of writing.
When I taught the required composition course (I taught literally dozens of sections back in the day), it was as you say a sort of very quick conveyor belt with little time to reflect or even discuss processes. We would finish a process essay and move into comparison contrast or whatever and never look back. At some point what we know about writing development from empirical research has to show up in classrooms. Maybe AI will
slow U.S. down. Have you had
any interactions yet with the integrity committee you’re heading up?
Next semester, I may be doing 2 projects. That's it. I've been gradually slowing it down, especially in online courses. And no one has yelled at me yet.
And I have! We're setting basic questions and parameters now. We're also trying to figure out what aspects of AI use might fall under our current Academic Integrity policy. It's a slough.
But one thing has been productive. Our IT team has struck down uses of any non-approved AI detector as a FERPA violation, so we can lean into that. We're also going to dissuade faculty from leaning on the TurnItIn Report. (This gives me ammo for pushing against renewing our contract with them.)
Very strong piece. I like the part about instructing vs modeling. That feels very true to me. I am working on something regarding reading skills at the moment. Will have more to share next week when the dust finally settles.
These are great points, Terry. The Comp 1 classroom is especially prone to this, as they often ask students to write 6+ papers during a semester.
To encourage any kind of transformational stage, we need to slow things down and really lean into process-based teaching practices. If students are always under pressure to write, write, write, then we can’t really expect them to alter their approach and think of alternatives to formulaic notions of writing.
When I taught the required composition course (I taught literally dozens of sections back in the day), it was as you say a sort of very quick conveyor belt with little time to reflect or even discuss processes. We would finish a process essay and move into comparison contrast or whatever and never look back. At some point what we know about writing development from empirical research has to show up in classrooms. Maybe AI will
slow U.S. down. Have you had
any interactions yet with the integrity committee you’re heading up?
100%
Next semester, I may be doing 2 projects. That's it. I've been gradually slowing it down, especially in online courses. And no one has yelled at me yet.
And I have! We're setting basic questions and parameters now. We're also trying to figure out what aspects of AI use might fall under our current Academic Integrity policy. It's a slough.
But one thing has been productive. Our IT team has struck down uses of any non-approved AI detector as a FERPA violation, so we can lean into that. We're also going to dissuade faculty from leaning on the TurnItIn Report. (This gives me ammo for pushing against renewing our contract with them.)