As an educator with a doctorate in cancer biology and extensive international teaching experience, I have found myself at the forefront of integrating Artificial Intelligence (AI) into writing-intensive courses. My approach emphasizes the importance of original writing while leveraging AI tools to enhance students’ academic skills.
I was initially quite skeptical about AI, especially in the context of academic writing. However, over time, I have come to recognize the potential benefits of usage. At Texas A&M University, where our undergraduates must complete “W courses” (writing-focused classes), my insights have become increasingly relevant. These courses are designed to develop writing skills across various disciplines, ensuring that students can effectively articulate complex ideas.
In these “W courses,” maintaining originality is crucial. Students are required to submit 2000 original words along with drafts that are subject to feedback. This process is intended to help students refine their writing through constructive criticism rather than simply relying on corrections. I've found that AI tools can be incredibly useful in this context. They assist with grammar and language corrections, outlining, and citation formatting, and can even help with plagiarism detection, which is essential for upholding academic integrity.
Despite these advantages, I’m clear about the limitations of AI. While these tools are valuable for technical aspects of writing, they cannot replace the need for students to create their own original content. The goal is to use AI as a supportive tool rather than a replacement for the critical thinking and personal engagement that writing requires.
My diverse background has enriched my perspective on how technology can be integrated into education. My shift from AI skepticism to acceptance reflects a broader trend among educators to innovate and adapt their teaching methods. For students in writing-intensive courses, this balanced approach allows them to benefit from AI's capabilities while still developing their own writing skills.
However, I do have concerns about the absence of AI detection tools within the curriculum. This issue raises questions about academic integrity and highlights the need for reliable solutions to prevent the misuse of AI technologies in academic settings. As the role of AI in education continues to evolve, it will be crucial to find the right balance between leveraging technology and upholding academic standards. My work represents a step toward achieving that balance, offering valuable insights for both educators and students.