Abstract

WAC/WID programs are uniquely positioned to lead the response to generative AI (GenAI) in student writing—not by policing its use, but by guiding ethical, effective integration across and in the disciplines. This study shares findings from a spring 2024 survey of 226 students at a midwestern university, exploring how students use GenAI in their writing, what they perceive as its benefits and risks, and whether they’re receiving instruction on how to use it well. Students reported frequent use of GenAI for brainstorming and revising but noted limited faculty guidance. Many expressed nuanced views: they recognized GenAI’s potential to support learning while remaining aware of its flaws—especially the risk of inaccuracy, plagiarism, and loss of voice. Use varied by college, with education and business students reporting the most classroom integration and future use. Despite the tool’s growing role in students’ writing practices, faculty across campus had largely not adapted their pedagogy or policies to meet this shift. Students, meanwhile, asked for clear, thoughtful instruction rather than blanket bans. These findings reveal a disconnect between students’ needs and faculty readiness, and they offer a timely call for WAC/WID programs to help bridge that gap. We recommend supporting faculty with discipline-specific resources, emphasizing writing as process, and centering critical thinking in classroom conversations about GenAI. We further recommend that WAC/WID programs collaborate across campus when providing AI-related faculty development, striving for the interactivity promoted in the Whole Systems Approach for sustainability.

Document Type

Article

Source Publication

Across the Disciplines

Version

Published Version

Publication Date

1-6-2026

Volume

22

Issue

3/4

First Page

179

Last Page

197

Rights

© The Author(s)

Comments

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