Special Issue

All Items

• Permitted or Prohibited? Mapping AI Use Across University Disciplines

  Andrea Arce-Trigatti, Aimee Klaschus (Author)

• The Role of Emotions and Beliefs in Shaping How Students and Instructors Navigate GenAI

  Melissa E. Ko, Tara E. Mason, Rachel E. Weiher, Courtney Gomas, Breanna Cabusao, Maya Wu, Carys Atmodjo (Author)

• Impact of Using Generative AI as a “Feedback Partner” on Students’ Writing Quality

  Laura Ochs Pottmeyer, Chad Hershock, Danielle Zawodny Wetzel, Zach Mineroff (Author)

• Generative AI in College Writing: Critical Literacies, Student Perspectives, and Strategies for Authorial Balance

  Heidi McKee (Author)

• Evaluating Various Large Language Models’ Scoring Characteristics of Open-Ended Responses and Essays

  Seungyeon Lee, Yeseul Nam, James E. Wages III (Author)

• Doctoral Students’ Beliefs and Practices About GenAI:  A Case Study of One Doctoral Program

  Nora C. R. Broege, Susan VanDeventer Iverson, Shelley B. Wepner (Author)

• An Argument for Discipline-Anchored AI Support Across Online and Residential Campuses

  Alyssa DeNaro, Chad Rohrbacher, Josh Caulkins, Amy Cicchino (Author)