# data[].attributes.body
AI will render writing teachers/coaches/consultants unnecessary

# data[].attributes.body
I was part of a library learning community for six months which met to discuss GAI and I've gone to two conferences specifically about this topic. There's a lot more information out there than there was previously!

# data[].attributes.body
Teachers who incorporate AI in their classes are lazy and bad teachers

# data[].attributes.body
I read Sid Dobrin’s “AI and Writing” book, but that’s the only extended reading I’ve done on the topic—I definitely could stand to do more!

# data[].attributes.body
Most of my GAI knowledge comes from Sid Dorbin's book, AI and Writing.

# data[].attributes.body
Because I'm so upset about the environmental impacts of GAI, it's difficult to want to lead trainings on the topic to use more energy in "playing" with the tool, even though I know it's useful for students.

# data[].attributes.body
"Students are going to use it to cheat," which is a horrible assumption to have.

# data[].attributes.body
In our WC, tutors have been polled about AI, but, to my knowledge, we have not polled writers on whether they use it, bring GAI to the WC, or if they would be interested in talking about GAI further. At the instituional level, I do not know of any students (undergrad or grad) that have been looped into the conversation on GAI.

# data[].attributes.body
Institutionally—I’m interested in how institutions are partnering with private Ed tech companies to promote the use of AI in learning contexts.

# data[].attributes.body
Right now, the conversation is very fractured and occasionally contentious at our institution. I worry that the students are getting ground in the gears of the institution as administrators and professors battle it out on different fronts

# data[].attributes.body
We work closely with various groups on campus (student conduct, academic affairs) for clear guidance on what's expected, but students also have a stake in getting information about a new technology that is useful to them or could be expected to be used in the future.

# data[].attributes.body
I struggle with approaching GAI with an open mind and not automatically feeling negative about it! Actually talking with students, especially those who have used GAI, and tutors has helped me consider more povs.

# data[].attributes.body
“Generative AI is the future of writing.” This is a narrative I hear in a lot of scholarship—“it’s the future, so we must embrace it NOW.”

# data[].attributes.body
I was actually playing around with machine writing as a creative writer before ChatGPT hit the scene--at one point, I was pretty familiar with the affordances and complicated history of LLMs. However, as Charlotte noted in the main Zoom room, the technology is changing very quickly now. I think I will need to stay attuned to student writing practices in order to really know what is happening

# data[].attributes.body
I find that being open to hearing about how students use GAI cultivates a space of honesty and sharing. As opposed to hiding their usage, students instead point-blank say what they used, what it did, what motivated them, and why it was/was not helpful. in contrast, some of my peers are vocally anti-AI, so their spaces are not as conversational about the technology.

# data[].attributes.body
GenAI prioritizes groups which have already been prioritized (students with tech access and resources to learn about new technologies, first language and domestic students)