Over the last two years, I’ve worked with hundreds of faculty grappling with teaching in the context of AI. I’ve visited small liberal arts schools, high schools, large public research-1 schools, Ivy league schools, and every place in between. Some schools are running faculty working groups, or student AI literacy initiatives, and implementing policies. Others are just starting to respond to the fact that AI is changing their teaching environment. No one has the right answers.

And yet, I’m inspired by the ingenuity of individual teachers as they rethink their courses and respond thoughtfully to the ways AI is changing our landscape. Every campus I visit or virtual workshop I run, I learn something from the faculty I work with. Sometimes I work with students in faculty-student workshops or class visits, which is a gift: I get to hear directly from students not in my own classes, talking about their experiences with AI.

I listen to what faculty share with me and what students tell me. And (with permission and credit), I like to share those insights. My post this week on the Norton newsletter, AI & How We Teach Writing, highlights some of what I’ve learned from students and colleagues. I talk about how we might rethink some common writing assignments (annotated bibliographies, discussion board posts, and reflections) to either resist or embrace AI.

Because we’re all in this together.

AI & How We Teach Writing

AI-Aware Teaching Examples

Not every course needs to integrate AI, but they all need to acknowledge the fact that AI is a part of our writing landscape. In my last post, I talked about the importance of designing AI-aware courses and offered some questions to examine learning goals and AI’s effects…

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3 months ago · 15 likes · 4 comments · Annette Vee