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Although writing has remained a challenge for students for decades, the emergence of artificial intelligence has introduced additional concerns for the instruction, evaluation, and preparedness of college students by university instructors. However, mentoring is commonplace in higher education, providing faculty-to-faculty, faculty-to-student, and student-to-student mentorship, often through tutoring. This article examines former graduate students’ experiences of participating in an inaugural writing mentorship program. Graduating on the cusp of the COVID-19 pandemic, they are now faculty in hospitality, recreation, and/or tourism programs. Employing autoethnography, they highlight advice guided by their peer-mentorship-influenced faculty experiences encountering generative artificial intelligence (GAI). Literature on modern concerns in undergraduate writing, mentorship practices, and transformative learning theory as a framework of analysis are reviewed. Findings are framed around reflections of their transformed philosophy toward writing and response to artificial intelligence, and suggestions for readiness of engaging with emerging technology are offered.
Fogle et al. (Sun,) studied this question.