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Group Projects
Chaoran Wang and Zhaozhe Wang published an article in Computers and Composition journal, in which they ask how posthumanism can reframe AI-mediated literary practices — and what it means for cultivating AI literacy in language and literacy education.
Wang and Wang explore these questions through a case study of two multilingual undergraduates’ meaning-making and negotiation with AI in a writing classroom.
Chaoran Wang and Zhaozhe Wang published a research article in the Journal of Second Language Writing. Looking at two first-year writing classes, they studied how students used ChatGPT to support their writing — and revealed their own critical AI literary practices.
Christopher Eaton, Suqing Liu, Michael Liut, and Bogdan Simion collaborated on a new study that examined the results of a small language model designed for AI courses at UTM. The project features results from students receiving feedback on their projects from AI and human sources. “A comparative study of technical writing feedback quality: Evaluating LLMs, SLMs, and humans in computer science topics” is currently under review.
Erin Vearncombe and Cara Violini are editing special issue of Discourse and Writing/Rédactologie. “The Present and Future(s) of Writing in the Age of Artificial Intelligence/Le Présent et le(s) Futur(s) de la Rédaction à l'ère de l'Intelligence Artificielle” considers the diverse impacts that technologies of artificial intelligence are having and will have on academic and professional writing, its teaching, and practice. Not only will these technologies change students' writing processes and strategies, but the relationship of writer and reader — and even the fundamental framing of writer itself — will change.
Published research in this issue will explore topics such as the ethics of writing, evaluative judgment, prompt engineering, writing strategies and multilingual writers, pedagogies of AI use, and generative AI as assistive technology. Coming soon!
Sarah Seeley and Michael Cournoyea interviewed faculty across four multidisciplinary departments at UTM for their article, “I’m Not Worried about Robots Taking Over the World. I Guess I’m Worried about People: Emoting, Teaching, and Learning with Generative AI.”
Published this fall in Teaching & Learning Inquiry journal, the paper offers a holistic snapshot of educators’ emotional responses and includes recommendations for increasing pedagogical conversation and rethinking foundational skills.
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Individual Projects
Christopher Eaton published a paper in Double Helix: A Journal of Writing and Critical Thinking. “The AI reading conundrum and its implications for pedagogy” considers the impact of AI summarizers on reading practices in postsecondary writing classrooms. The article starts a conversation about the influence of AI tools on reading, writing, and critical thinking practices.