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NGOs and Human Rights: Combating State-Sponsored Human Trafficking in the Face of Governmental Complicity
No full texthttps://thekeep.eiu.edu/polisci_capstone_posters/1062/thumbnail.jp
Integrating AI Writing Tools in Teaching Writing: A Blessing or A Curse?
No full textAbstract
The rapid emergence of Artificial Intelligence (AI) writing tools such as ChatGPT, Grammarly, and QuillBot has reshaped the landscape of writing instruction in higher education. While these tools offer support in areas like grammar correction, brainstorming, and revision, they also provoke complex pedagogical and ethical questions. This study explores how English instructors at a mid-sized public university perceive the integration of AI writing tools in academic settings, highlighting both their pedagogical benefits and the concerns they raise around academic integrity, critical thinking, and authorship. Through a mixed-methods approach combining survey data and open-ended responses from writing instructors, the research reveals a cautious engagement with AI: instructors value AI’s potential for supporting diverse learners and addressing surface-level issues, yet they remain concerned about student over-reliance and the erosion of critical literacy. A key finding identifies a lack of faculty training as a major obstacle to integrate AI writing tools, highlighting a significant concern in terms of technical proficiency and adapting pedagogical practices to emerging technologies. Rather than advocating for outright bans, participants call for intentional, ethically grounded integration of AI that empowers students while ensuring human-centered writing processes. Ultimately, the study argues that AI’s role in writing instruction is not inevitable, but contingent on instructor agency, institutional support, and pedagogical intentionality. These insights contribute to ongoing conversations about how to responsibly navigate AI’s growing presence in composition classrooms.
Keywords: AI writing tools, writing pedagogy, academic integrity, critical thinking, ethical integration, higher education, English instructors, composition studie
The Influence of Family-School Communication on Junior High School Students’ Academic Success
Full text linkThis study examines the influence of family-school communication on students\u27 academic success in the context of Ghana, with a particular focus on Junior High School (JHS) students. While existing research emphasizes the importance of family involvement in educational outcomes, limited studies explore how family-school communication directly affects academic success in Ghana. By using a mixed-methods approach, the study combines quantitative and qualitative data collection. The quantitative component includes an online survey distributed to JHS graduates, assessing the frequency, impact, methods, and barriers of communication between families and schools, as well as their perceived effect on academic performance. The survey includes 21 participants: 7 teachers, 7 students, and 7 family members, selected through convenient sampling. The qualitative data consists of in-depth interviews with students, families, and teachers to explore their personal experiences and perceptions of family-school communication. The findings are organized into three main themes: communication methods and frequency, the impact and barriers of communication, and dialogic communication processes. This study contributes to the existing literature on educational communication and provides practical recommendations for enhancing family-school collaboration in Ghanaian schools
Authors @ EIU April 8, 2025
No full texthttps://thekeep.eiu.edu/authors_at_eiu_april_8_2025/1002/thumbnail.jp
2025: Jacqui Germain
No full textJacqui Germain is a poet, journalist, and former student and labor organizer living and working in St. Louis. She served as the 2021-2022 Economic Security Project Fellow with Teen Vogue, reporting on issues of economic inequality of the intersections of race and gender. Winner of the 2021 Center for African American Poetry & Poetics Book Prize and the 2024 Kate Tufts Discovery Award, her debut collection of poetry is BITTERING THE WOUND.https://thekeep.eiu.edu/lionsinwinter_writers/1054/thumbnail.jp
