Students in 'Writing With and About AI' course published in The Peer Review journal

SPCS graduate students and high school educators Kara Boltz, Stephanie Erickson, Meg Heyssel and Melissa Ligh recently published field narratives, “Four High School Teachers Contemplate AI,” in The Peer Review, a journal for writing center and writing studies professionals.

Their narratives originated in Adjunct Professor Joe Essid’s Spring 2025 “Writing With and About AI” course and focus on their experience of using generative AI in their classrooms. The narratives are published as part of the “Introduction to IWCA AI Taskforce Policy and Advocacy Working Group & Resources,” part of a two-part special issue of The Peer Review on generative AI and writing centers.

Essid wrote the introduction to the students’ field narratives, and also co-authored with undergraduate student Cady Cummins another contribution to the special issue, “A Future for Writing Centers? Generative AI and What Students are Saying.”