Refusing Generative AI in College Writing Instruction

Join us for a conversation with the scholars who created Refusing Generative AI in Writing Studies. The speakers will share how and why they decided to create Refusing GenAI in Writing Studies as well as its impact as a rhetorical intervention. In addition, they will address stock arguments in support of generative AI adoption in the classroom before offering some practical teaching strategies for negotiating some of the challenges that generative AI poses for education. Teachers from all disciplines who assign writing, who are interested in learning about diverse perspectives on generative AI in higher education, and who are interested in resisting Big Tech's incursion in higher education may benefit from attending this teaching talk.

Maggie Fernandes (she/her) is an Assistant Professor of Rhetoric and Composition at the University of Arkansas. Her scholarly expertise is in digital/cultural rhetorics, writing assessment, institutional oppression, and user experience design. Her work has been published in Computers and Composition, Composition Studies, Enculturation, Peitho, Kairos, and Reflections: A Journal of Community-Engaged Writing and Rhetoric. 

Megan McIntyre (she/her) is the Director of the Program in Rhetoric and Composition and an Assistant Professor at the University of Arkansas, where she teaches courses on writing pedagogy, research methods, and digital rhetorics. Her most recent work has appeared in Computers and Composition, Composition Forum, Peitho, and The Journal of Writing Assessment.
Jennifer Sano-Franchini (she/her) is the Gaziano Family Legacy Professor of Rhetoric and Writing Studies and an associate professor of English at West Virginia University. Her scholarly interests are in the cultural politics of design, Asian American rhetoric, and the rhetorical work of institutions. She serves as the Chair of the Conference on College Composition and Communication.
This conversation is co-sponsored by the Faculty Development Center, Department of Education, and Dresher Center for the Humanities.

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