Abstract: With the public release of ChatGPT in 2022, higher education has witnessed a wide range of pedagogical approaches to navigating GenAI, especially within humanities and writing courses. At one end of the spectrum, scholars have identified meaningful ways to integrate AI into the writing classroom; at the other end, others have wholeheartedly rejected any use of the new technologies, whether by students or faculty, in the classroom. This essay contributes to this debate by presenting a case study of one first-year experience course—The Ethics of Artificial Intelligence—taught during the 2025 Spring Semester at Hartwick College, a small liberal arts college in New York. The results of the study were mixed in terms of whether the opinions of students were affected, but, at the least, one implication was clear: that any single approach to cultivating students' critical GenAI literacies is insufficient.
Cochran et al. (Wed,) studied this question.