Journals@UC (University of Cincinnati)
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From Curiosity to Classroom Practice: Integrating generative AI into writing instruction
Full text linkThis narrative examines the pedagogical impact of encouraging students to openly integrate generative AI tools like ChatGPT into their writing processes. The exploration begins with a simple guideline introduced during an Independent Study: italicize any content that comes directly from ChatGPT. Rather than functioning as a constraint or surveillance tool, this practice opened space for transparency, reflection, and authentic experimentation. Weekly meetings became collaborative sessions where both student and instructor learned from the process. These experiences challenged the assumption that AI use diminishes original thinking and instead revealed how it can act as a catalyst for deeper engagement with ideas. Ultimately, this piece argues that integrating AI into the writing classroom can strengthen instruction by promoting transparency, rhetorical awareness, and critical thinking. Rather than policing AI use, educators can guide students in using it responsibly—preparing them to write with integrity in an evolving digital landscape
From Awareness to Engagement: Online Discussion Assignments in Psychology and Student Use of AI Tools
Full text linkGenerative AI has expanded its influence in higher education, changing student writing and instructional practices. Drawing on my own classroom experience, I discuss the shift from traditional to digital assignments that generative AI may influence. While generative AI can support writing development, it also raises concerns about academic integrity and critical thinking. In regard to this issue, I implemented structured online discussions with detailed prompts and examples to encourage authentic engagement. Despite clear guidelines, some students continued to rely on AI-generated content, prompting further pedagogical adjustments. These included enhanced instruction on academic honesty, the value of original thought, and formative assessments to reinforce understanding. Educators are committed to fostering a learning environment that values authenticity and supports students’ critical thinking and communication skills
From Intrigue to Impact: Leveraging AI to Reimagine a multimedia assignment in an Introduction to Higher Education course
No full textRedesigning an Online Introductory Biology Course in the Age of Artificial Intelligence: Adapting exams and free-response questions to support or limit AI use
Full text linkIn response to the growing use of artificial intelligence (AI) tools by students, I implemented a series of instructional and policy changes in my online asynchronous course to uphold academic integrity and promote student learning. These changes included clarifying academic integrity expectations, developing strategies to identify inappropriate AI use, and redesigning question prompts and assignment formats. I reflect on the implementation of these changes, highlighting both successes and ongoing challenges, including the difficulty of balancing the integration of emerging technologies with the need to ensure that students meet the course’s learning outcomes
Teaching Without All the Answers: Using AI to foster critical thinking and collaboration in Digital Marketing
Full text linkThis reflective narrative explores the transformation of a Digital Marketing course in response to the rise of Artificial Intelligence (AI) tools like ChatGPT. Faced with uncertainty and lacking formal AI training, the instructor embraced a learner-centered approach, integrating AI into course content to better prepare students for rapidly evolving career landscapes. The course shifted from traditional lectures and exams to hands-on projects, industry-recognized certifications, and collaborative exploration of AI tools. Through ethical discussions, tool demonstrations, and group experimentation, students developed not only technical skills but also adaptability, critical thinking, and digital confidence. This experience underscores a broader pedagogical shift, from delivering content to facilitating learning alongside students, and highlights the importance of teaching students how to navigate change, learn continuously, and apply knowledge in real-world contexts
Let\u27s ChatGPT: Facilitating dialog on AI in Outdoor Recreation Management classes
No full textIn March 2023, shortly after the release of ChatGPT-4, I took my academic sabbatical. When I resumed teaching in Fall 2024, I felt unprepared to address the pedagogical, ethical, and practical implications of generative AI in my courses. To better serve my students and gain knowledge about generative AI, I participated in a Faculty Learning Community (FLC) focused on teaching and artificial intelligence. Learning alongside other teaching faculty, the FLC helped me deepen my understanding of generative AI, identify the societal and environmental impacts, and informed my perspectives on my role in developing AI literacy among students. Inspired by a suggestion from the FLC, during my Winter Term 2025, I led an interactive, anonymous discussion with students about the use of generative AI, utilizing the interactive presentation tool, Mentimeter. This personal narrative explores the benefits of positioning educators as co-learners in the rapidly evolving landscape of generative AI, highlighting what I learned from my students
A Personal Reflection on Teaching Ethics with AI: Learning Through Experimentation
Full text linkIn this personal reflection, I share my experience incorporating AI into a graduate ethics course for accounting students. Framing the inclusion of AI as an experiment, I invited students to participate in the learning process with me while modeling my own uncertainty about the tool. I describe three key activities where students engaged with AI to explore ethical decision-making: evaluating AI responses to ethical dilemmas, interacting with AI as an “expert” in ethical frameworks, and investigating the ethical challenges posed by AI itself. I reflect on how these activities benefited both the students\u27 critical thinking and my approach to teaching
Teaching at the Speed of Change: A communication instructor\u27s journey into AI literacy and ethical pedagogy
No full textIn this essay, I trace my journey from trying to control student use of generative AI through rigid policies to embracing the deeper challenge of fostering critical AI literacy. Early attempts to manage AI use showed me the limits of rule-based approaches in a fast-changing landscape. To teach well, I had to become a student again. Through reading widely and learning from mentors, I reoriented my teaching to focus on durable knowledge: critical thinking, ethical reflection, and the ability to interrogate the systems behind the tools. I argue that AI literacy must go beyond technical skills to cultivate lasting habits of mind that help students navigate an uncertain future. Teaching, I’ve learned, isn’t about providing answers. It’s about inviting students (and myself) into the ongoing, difficult work of asking better questions
In Defense of Invention: AI, First Year Composition, and Literacy Narratives
Full text linkThis reflective essay chronicles a semester-long experiment in a multilingual first-year writing course, where traditional invention techniques were juxtaposed with AI-driven outlining. Drawing on my own graduate-school practice of freewriting as a heuristic (Lauer 2004) and Aristotle’s notion of invention, I first guided students through ten-minute freewrites on rhetorical conventions learned at home versus in U.S. classrooms. I then, tentatively, had them submit those freewrites to ChatGPT to generate literacy-narrative outlines—an exercise that conflicted with my belief in writer-generated discovery. Through class discussion and close reading of both AI- and student-generated outlines, we identified how ChatGPT’s pattern-matching produced generic structures that often diverged from students’ rich, culturally specific experiences. This comparison served as a low-stakes introduction to rhetorical analysis and reinforced our Information Literacy outcome by treating AI output as a “secondary source” to be evaluated for relevance, credibility, and ethics. The study reveals that while AI can suggest organizational possibilities, it cannot invent authentically or gauge audience emotion. Ultimately, I argue that genuine invention—and ethical, powerful writing—emerges from students’ unique voices and critical engagement with both human and machine-generated texts
When GenAI Becomes a Teaching Assistant: Bridging Foundational Gaps in Teacher Education
Full text linkThis article explores how generative artificial intelligence (GenAI) was integrated into a teacher education course to address students’ disparate levels of lesson-planning readiness. Although the course focused on selecting and implementing effective instructional strategies, many students lacked foundational skills -- such as unpacking standards and writing cognitively rigorous learning goals -- that were essential to course success but not explicitly covered in the syllabus. Faced with limited instructional time and an asynchronous online format, the author leveraged GenAI as a "teaching assistant," designing optional modules that taught students how to use GenAI to build lesson-planning competencies. Through screencasts and guided activities, students learned to “teach” GenAI course-specific expectations and use it to generate quizzes, analyze lesson plans, and receive formative feedback. Student work demonstrated notable improvements in lesson-planning quality, suggesting that GenAI can effectively augment instruction and address persistent problems of practice in teacher preparation