I’ll actually be teaching not one, but TWO courses this semester. One will be a team-taught course focused on Artificial Intelligence: the philosophy behind it and application of it. I’ve known about that one for a while, and I’m very excited for it. We’ll be exploring multiple platforms, and it will give me a chance to get even more familiar with AI and how I can put it to use.
In addition to that one, I’ve just been asked to teach an English Composition course. (ENG 100). I’ve taught a fair number of those over the years, going back to my time as an English Masters student at BYU. I’ll be honest: the thought of teaching another didn’t exactly thrill me. I just wasn’t looking forward to another semester trying to coax students to learn how to write when they’re being required to take a class they really would rather not. Another unit on rhetorical analysis? More discussions around audience? I would do it, but . . .
Couldn’t there be something more exciting? Some other way of accomplishing the same goals, but in a way I’d actually really enjoy and (hopefully) they would, too?
I’ve long felt that in the age of AI, the way we approach teaching writing needs to change, so this seemed like a great opportunity to do just that. Teach an ENG 100 course that fully embraces AI. Instead of giving students all sorts of warnings about how they need to avoid AI, I could tell them they need to use it, and help them see how using it correctly involves a whole lot more than cutting and pasting the assignment into AI and then cutting and pasting the thing AI spits out into their final draft.
But how could I do that in a fun way? A way that might really connect with them, or at least would keep me really involved?
In the end, I came upon the idea of having my class write a book together. An OER (Open Educational Resource). We could have different sections that focus on different types of writing. It could be collaborative, with the students becoming editors as well as writers. The original theme of the course was Superheroes and Heroines, but that felt a bit too broad for what I wanted to get done. Drawing on my experience with studying adaptations, I settled on this:
“Rewriting the Knight: Batman, Adaptation, and AI-Enhanced Composition”
Step into Gotham’s shadows to explore the power of storytelling, adaptation, and cutting-edge writing tools. This course examines the legacy of Batman across comics, film, television, video games, and literature, using his many adaptations to understand narrative, critical thinking, and collaborative composition. Students will leverage the latest in AI technology to brainstorm ideas, draft content, refine their writing, and develop creative projects.
The semester culminates in a collaborative effort to create an Open Educational Resource (OER) exploring Batman’s cultural impact. From analyzing his iconic villains to reimagining his storylines, students will master writing for public audiences while learning how AI can amplify creativity, productivity, and teamwork. No cape required—just curiosity and a drive to innovate.
My goal is to have the class work together to figure out what the book will cover, and in future semesters, if I ever teach this again, I can expand on what’s already there.
It’s going to be a lot of work, but at least it’s a topic that I’m really excited about. I’m hopeful my students will be excited too. You never can tell, with freshmen . . .