ATWP Celebrates LTI Grant Awarded to Dr. Sara Humphrey

This project proposes to enhance the learning outcomes of required writing courses by providing students with the GenAI literacy tools they need to make informed decisions about the use of this technology.

While plurilingual, Indigenous, BPOC, and first gen students are often celebrated for enriching institutional diversity, their linguistic repertoires are often categorized as deficits. Indeed, GenAI amplifies these oppressive discourses, often raising concerns about academic integrity and reinforcing biases. This deficit framing is often used to blame students for issues with their writing rather than understanding writing errors as part of the process of learning. In turn, students who believe they are deficient writers might turn to GenAI believing the homogenized product is better than their own voice. The goal of this project is to empower students as academic writers by reframing GenAI as a normal technology that they control.

Does GenAI literacy help students navigate their academic identity? Can students apply what they learn in ATWP135 and ATWP250 in other courses? The funding from this grant will help us answer these questions and in turn create lesson plans and course materials to share both internally and externally.