Continued Training 3/25

 This article discusses rising concerns about the development of AI, particularly generative AI. It then contextualizes the importance of AI within writing center pedagogy; because of the unique challenge that generative AI poses to the demand for writing centers, centers must take a role in conversations about AI in academics and the professional field. The paper argues that no amount of advancement will allow AI to replicate metacognitive questioning, active listening, and principles of fair use that the writing center provides. One thing that I found interesting was the discussion of AI and metacognition. I found it interesting when it said that AI is focused on creating a product rather than what is producing it, i.e. the student. If everything about the writing process could be  gleaned from organizational patterns and words on a page, writing centers wouldn't be necessary. I've had students make appointments despite having an entire rubric outlining the expectations for a paper. They have ample resources in both search engines and AI tools to explain to them what they should be writing, but the actual process of learning how to get there individually requires collaboration with real people who are able to recognize the nuance of human tendencies and their effects on writing. I think the same argument applies to all aspects of a student's academic career; if you expect AI to be able to do the thinking and writing for you, you are essentially gaining nothing from higher education.