Pedagogy and Professional Development

Navigating the AI Revolution: Integrating Artificial Intelligence in an Undergraduate Writing Course

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Abstract

Artificial intelligence (AI) tools have become widely accessible across higher education, reshaping how students learn, write, and prepare for professional environments. This project examines the integration of AI into a junior-level undergraduate writing course in apparel merchandising and design at a large public university. Designed to enhance students’ understanding of AI’s capabilities and limitations, the intervention included readings, lectures, and a compare/contrast writing activity using Microsoft Copilot AI. Outcomes revealed that while most students were not actively using AI prior to the course, they expressed appreciation for explicit instruction on AI’s advantages, disadvantages, and ethical implications in academic and industry contexts. Student reflections demonstrated nuanced evaluations of AI-generated writing, acknowledging its clarity and speed while critiquing its lack of personality, emotional depth, and citation accuracy. These findings highlight the importance of thoughtfully integrating AI literacy, critical thinking, and ethical awareness into writing curricula to prepare students.

Keywords: undergraduate, writing, artificial intelligence

How to Cite:

Dorie, A., (2025) “Navigating the AI Revolution: Integrating Artificial Intelligence in an Undergraduate Writing Course”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.21901