Ethical use of generative AI for writing practices: Addressing linguistically diverse students in U.S. Universities' AI statements

Abstract

Given the rapid development in Generative Artificial Intelligence (GenAI) technologies, conversations regarding how these tools will shape the teaching and learning of writing can be difficult to unpack. Thus, higher-ed institutions across the U.S. are paying more attention to the discussion of GenAI in their own contexts and also establishing guidelines to support instructors and students in this GenAI era. To understand more about the direction of these universities, this research brief examines publicly available statements and resources from 100 U.S. universities on the teaching of writing and GenAI usage, and from there, guide institutions in developing effective strategies for the responsible implementation of these tools. This report also highlights the importance of including L2 students as a focus in the process of crafting these statements, especially when viewing GenAI through the lens of critical pedagogy, social justice and inequalities.