Committee Members
Kofi Adisa, Howard Community College
Michael Black, University of Massachusetts Lowell
Antonio Byrd, University of Missouri-Kansas City
Dana Driscoll, Indiana University of Pennsylvania
Maggie Fernandes, University of Arkansas
David Green, Howard University
Holly Hassel (Co-Chair), Michigan Technological University
Sarah Z. Johnson, Madison Area Technical College
Carmen Kynard, Texas Christian University
Megan McIntyre, University of Arkansas
Patti Poblete, South Puget Sound Community College
Jennifer Sano-Franchini (Co-Chair), West Virginia University
Committee Charge
The CCCC Special Committee on Generative AI in College Composition and Writing Studies is charged with identifying and developing a set of deliverables to roll out over the next three years intended to guide how rhetoric, composition, and writing studies teacher-scholars, students, and administrators think through the question of Generative AI in the profession.
To do so, the Special Committee is encouraged to consider: (1) the impacts and implications of Generative AI especially as related to our professional practices, e.g., research, teaching, publication, theory-building, public and community engagement, hiring, peer review, editorial work, etc.; and (2) what members of our discipline need to navigate these issues, keeping in mind how factors like labor, disability, language diversity, access, and other ethical concerns must be taken into consideration.
Deliverables may—but need not—include:
- a CCCC Position Statement on Generative AI,
- a brief guide on the topic designed for undergraduate student audiences,
- teaching materials and lesson plans related to Generative AI or the development of digital literacies that can help students navigate questions about GenAI;
- a speaker series foregrounding refusal perspectives; and/or
- a review of existing CCCC Position Statements that would benefit from the inclusion of points related to Generative AI.
Whatever they are, the deliverables will be grounded in disciplinary scholarship, and they will foreground the ethical and political implications of Generative AI for writing instruction and literacy development broadly understood, as well as the ethical and political concerns surrounding Generative AI use.
