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AI Tools Can’t Replace Your Voice: One-Pager for the WaCC

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AI Tools Can’t Replace Your Voice: One-Pager for the WaCC

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Our project focused on creating a one-pager for the WaCC to help students use AI in writing while keeping their personal voice. We noticed many students use AI tools but feel unsure about how much is too much, or worry that the writing no longer sounds like them. After interviewing students and staff, we found that students want guidance, not rules, and tools that support learning, not replace it.

We created several versions of the one-pager and met with our stakeholder, Erik Echols, to get detailed feedback on tone, design, and content. Based on that, we revised the final version to be more visual and student-friendly. The goal is to help students use AI with purpose, while building confidence in their own writing.

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Harshal Sarangdhar, Meharvan Singh, Byron Saito

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WaCC, Erik Echols, students who want to use AI in writing but also want to improve as a writer and keep their own voice.

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Interview Study Research Report for UW Bothell Writing Council

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Interview Study Research Report for UW Bothell Writing Council

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In response to Dr. Tony's mention of continuing research into the academic use of AI, and his intention to present his findings to the UWB Writing Council, the research report team has created this report. The report consists of all the research conducted by Dr. Dailey and the Spring 2025 CSS 478 class, for the collaborative project between the class, Dr. Tony and interviewee volunteers from his Spring 2025 BEDUC 250 class. In order to create this report, the research report team organized all the interview data and interim findings produced by the CSS 478 class, into a single, comprehensive formal report document. Additionally, we consulted with various stakeholders, such as our peers in CSS 478, Dr. Dailey, and Dr. Tony for feedback on our deliverable content. Afterwards, the constructive criticism we received was integrated into the document, with feedback items related to visual fidelity, clarification on the meaning behind our artifacts, spelling and grammar, and consistency with quantifiable data points. Lastly, the report team created additional artifacts derived from the data, creating graphs, recommendations, and further interpretations for Dr. Tony and the UWB Writing Council's consideration.

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Report Team: Areej Hassan, Billy Kim, Frederick Springer, Felicia Yeh

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Dr. Antony Smith & the UWB Writing Council

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Research Report for Writing Council - Final Deliverable

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Our team set out to inform students taking lower level programming classes about the best practices regarding using AI, both those planning to continue that education and those just taking it as an elective. We did so because these students are increasingly using AI and are becoming unable to effectively code or understand code on their own. We created a one page flyer that is intended to be used as a quick resource for students to refer to if they are considering using AI. We met with Anushka Chougule to discuss a prototype of this flyer and get feedback regarding its design and content.

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Students who are taking lower level computer science classes, primarily focusing on students who will continue taking higher level cs classes and need to build good fundamentals 

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Learning to Program with AI One-Pager (2)

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Using AI Responsibly, Student guidelines & Best Practices

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Using AI Responsibly, Student guidelines & Best Practices

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Our project focused on helping students understand how to use AI tools in a responsible and effective way, especially in academic settings where expectations can vary. After interviewing students, we noticed a lack of clear guidelines, which sometimes may led to accidental misuse of AI and confusion around what’s allowed. To address this, we designed a one-page poster with best practices and decision-making tips for using AI in schoolwork. The goal was to help students stay creative and thoughtful while avoiding academic integrity issues. We tested several versions and received detailed feedback from our stakeholder, Kim Swensen, which helped us shape the final version to be both useful and visually engaging.

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Mahdi Topiwala, Amrit Kaur, Charith Lanka, Mama Thomas 

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Students who use AI tools for writing, studying, or completing assignments. 

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CSS 478 Journey Map - Group 3 (Kien Dang, Ethan Kolakaluri, and Caitlin T. Tran)

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A Cool Journey Map of Students’ Drafting Process When Writing with AI

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A Cool Journey Map of Students’ Drafting Process When Writing with AI

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We wanted to learn what experiences students had with using AI based on their recent experiences with Dr. Tony’s assignment that directly utilized AI. As a result, this relatively cool slideshow and journey map are created.

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Kien Dang, Ethan Kolakaluri, Caitlin T Tran

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Dr.Tony and all his students and whomever Dr.Tony chooses to share with

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CSS 478 Journey Map - Group 3 (Kien Dang, Ethan Kolakaluri, and Caitlin T. Tran) (2)

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Integrating AI in W Assignments: Aligned with Writing Instruction Guidelines

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Integrating AI in W Assignments: Aligned with Writing Instruction Guidelines

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Our guide helps instructors thoughtfully integrate AI tools like ChatGPT into writing instruction while staying aligned with UW’s W-course guidelines. For each writing principle, we offer practical tips for instructors and ethical, effective strategies students can use to support their writing process. These recommendations come from our perspectives as UWB students who have taken writing courses and our takeaways from student interviews we conducted about their own experiences with writing with AI. The interviews helped us gain insight into how and why students use AI in their writing, and their thoughts on an assignment they completed that was designed by Dr. Tony, which intentionally incorporated generative AI as a "co-author" at multiple stages in the writing process. We came up with these instructor tips and student guidelines by using key takeaways from the interviews and Dr. Tony’s assignment, and aligning them with UW’s writing guidelines for instructors teaching W courses (https://writing.washington.edu/for-instructors/teaching-w-courses). We incorporated feedback from Dr. Dailey and Dr. Tony into our final version.

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Yaried Yishak, Robert Trandafir, Brian Nguyen, Cole Weber

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Dr. Tony, instructors teaching writing courses, and students taking writing courses.

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Integrating AI in W Assignments - Final Deliverable

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Our project set out to capture the full spectrum of student attitudes toward AI. After closely analyzing interviews from Dr. Tony’s class, we built personas that mirror those viewpoints and added a few to cover perspectives that were missing. We blended real interview takeaways with some persona hypothesis so the quieter voices—especially the AI skeptics—still get heard. The goal is to give instructors like Dr. Tony and Kim Swenson a clearer, more balanced feel for how students handle AI-powered assignments, making it easier to craft courses that embrace both the excitement and the worries.

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John Aylward, Horace Tai, Marcella Pham, Zeba Khan

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Dr.Tony/Kim Swenson, Instructors wanting to implement AI in their coursework and students wanting to learn more about the different perspectives people have on AI

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These slides give an overview of 8 final projects created by UW Bothell CSS 478 Usability & User-Centered Design students in Spring 2025. Each was informed by an interview study of 11 students assigned to use AI to revise a book review in Dr. Tony Smith's BDUC 250 - Topics in Education and Popular Culture Banned Books and Controversial Topics in Children’s Literature and Young Adult Fiction complemented by other explorations that helped us to consider the student experience of Learning with AI.

Deliverables are as follows:

Part I - Our Research Findings and Analysis

Written Report on Interview Study

Student Perspectives on Learning with AI (Personas)

Mapping Interviewees' Journey through Dr. Tony's Assignment

Part II - Deliverables for Students by Students Inspired by Our Research

Advice for Student Writers

Advice for Beginning Coders

General Advice on Using AI Responsibly

A Prompt Playground to Discover Curated Prompts

Part III - Advice from Students to UW Writing Instructors

Student ideas for incorporating AI in ways that align with UW Guidance on Teaching Writing

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Primary: UW Bothell Learning & Teaching Collaborative & UW Bothell Writing Council

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Writing with AI Final Presentation  CSS 478 (25-06-10)

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Prompt Playground is a web page designed for the UWB Writing Council website to guide students in writing better prompts at key stages of the writing process

We built it after interviewing students about their experiences using AI in a writing assignment. From those insights, we identified five key stages of writing and created Good, ok, and Bad prompt examples for each. We incorporated feedback from our stakeholder meeting with Kim Swenson then tested the prompts using Copilot, analyzed the results, and created a website to show our findings.

We created Prompt Playground because interviewees told us they were using AI, but often felt unsure how, when, or how much to use it and we found that no guide existed on the Writing Councils page to support ethical/effective use. Our goal is to help students use AI more intentionally while still keeping their voice in their writing.

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Aleeza Bhatti, Justin Tran, Vlad Podoinitsyn

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Students seeking guidance on how to use AI tools ethically and effectively in their writing & UWB Writing Council

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AI Prompting Stages Guide - UW Bothell Style

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Ethical use of AI in writing involves using the technology to support, not replace, a student’s original thinking and voice. Students are expected to follow UWB’s academic integrity guidelines when using AI tools.