Generative AI and Professional Writing: Collaborating with Students on Classroom Policy

Abstract: As generative AI reshapes academic practices and professional writing expectations, instructors face growing pressure to determine how—and how much—AI integration belongs in the classroom. This study looks at a collaborative approach in which students provided input during both the planning and implementation of AI guidelines for course projects. The findings suggest a framework for integrating AI into writing instruction. Key outcomes include the importance of teaching students composition fundamentals before expecting them to evaluate AI outputs, the value of instructor-led training on ethical AI use, and the relevance of establishing clear boundaries around AI practices in academic and professional roles.