Revolutionary AI in GTA Teaching
In the age of technological revolution, the changes brought by AI are reshaping various facets of society, including how we approach education in the Humanities. In the context of college composition, communication, English literature and other humanities subject classes, AI is revolutionizing writing pedagogy and practice. AI-assisted writing tools and large language models (LLMs) present new challenges and opportunities, creating what Sundvall describes as a “technological problematic” in the composition classroom, which revolutionizes some traditional writing processes and practices we’ve been using for a long time.
As different institutions establish policies regarding the use of AI in the classroom, this roundtable focuses on the experiences of Graduate Teaching Assistants (GTAs) with AI in undergraduate teaching classes such as First-year composition pedagogy, literature reading and analysis, etc. We will discuss the flexibility in creating syllabus guidelines, adjusting course designs to either integrate or avoid AI, and handling cases where student work appears overly robotic and unnatural. Compared to professors and administrators, where does the agency lie for GTAs to adapt to and navigate the new realities brought by AI technology?
This roundtable examines how GTAs navigate and respond to the new writing landscape shaped by the AI revolution. Proposals are welcome to address, but are not limited to, the following aspects:
- Responses to institutional AI use policies and guidelines
- Rationales for using or avoiding AI in the writing classroom
- Experiences of incorporating AI into class activities or assignment designs
- Reflections on conversations with students whose work appears to utilize AI
- Strategies for cultivating AI literacy in the classroom as a GTA
This GSC-sponsored session invites graduate teaching assistants to discuss the use of AI in undergraduate classroom teaching, including strategies, responses, reflections, and experiences of using or addressing AI in the classroom. Abstracts addressing the conference theme are especially welcome. By Aug. 30, please submit an abstract of 250 words, a brief bio, and any A/V or scheduling requests to Liping Yang, Georgia State University, at lyang34@gsu or gsc@nemla.org.
For more information or submit an abstract, please kindly visit: https://cfplist.com/nemla/Home/S/21288