Generative AI in the Post-Secondary Classroom: Challenges and Emotional Impact on First-Year Writing Instructors

• In Event: The impact of generative artificial intelligence (AI) on students and teachers

Proposal

Introduction: Both Sustainable Development Goals (SDGs) and UNESCO (2023) are calling for developing policies and guidelines for ethical and sustainable use of AI in the national and institutional levels in education. However, those policy developments have been slow to alleviate challenges on the ground levels. The rapid evolution of genAI technologies presents unique challenges for FYW instructors who are responsible for teaching students how to write effectively in the post-secondary academic contexts. The proficiency of Large Language Models (LLMs) in producing fluent prose has raised concerns about academic integrity, increased cognitive and emotional labor for instructors, and changed the dynamics of teacher-student relationships (Haswell, 2005; Marcel & Author, 2024).
The stakes are especially high in FYW courses, which often serve as the foundation for students' academic writing skills. These courses are typically taught by a mix of full-time and contract faculty, with the latter group often experiencing precarious employment conditions (Klausman & Hassel, 2020; Suh et al., 2020; Suh et al., 2022). The introduction of genAI adds another layer of complexity to an already demanding teaching environment, raising questions about academic integrity, the emotional and cognitive toll on instructors, and the future of writing education in the age of AI.

Research Questions: This study is driven by three key research questions:
1. What are the emotional responses of first-year writing instructors to the availability of genAI?
2. How does students’ potential use of genAI influence the time spent on course planning and assessment, and how does it impact the emotional and cognitive load of those tasks?
3. How do FYW instructors describe their level of job satisfaction and engagement since the appearance of ChatGPT compared to before its introduction?

Methodology: The research utilizes a qualitative approach, focusing on in-depth semi-structured interviews to capture the nuanced experiences of FYW instructors. The study involved seven participants from four Ontario post-secondary institutions, including six contract faculty members and one full-time faculty member. These interviews were conducted via Zoom between January and April 2024, each lasting up to 75 minutes. The interview questions were designed to elicit detailed responses about the instructors' emotional experiences, workload challenges, and overall job satisfaction in the context of AI's growing presence in education.

Research findings include three themes answering to the research questions.
1. Emotional Responses: The instructors reported a spectrum of emotional reactions to the integration of genAI in their courses. Positive emotions, such as curiosity and excitement, were often related to the intellectual challenges and opportunities that AI presents. Some instructors expressed a sense of academic curiosity, seeing AI as a tool that could potentially enhance the teaching and learning process. However, these positive feelings were overshadowed by negative emotions, including anxiety, frustration, and a sense of defeat. Instructors spoke of feeling overwhelmed by the new responsibilities that genAI brings, particularly in terms of maintaining academic integrity and ensuring that students genuinely engage with the writing process.
2. Impact on Workload and Emotional Labor: The introduction of genAI has led to a significant increase in the workload of FYW instructors. The process of assessing student work has become more complex and time-consuming, as instructors now have to detect and address the potential use of AI-generated content. Participants described the added cognitive load of reviewing assignments multiple times to identify signs of unauthorized AI use. This task is further complicated by the lack of clear institutional guidelines, leaving instructors to navigate these challenges on their own. The emotional toll of this added labor is considerable, with instructors reporting feelings of exhaustion, stress, and frustration. The need to engage in difficult conversations with students about AI use, often without adequate support from the institution, has only exacerbated these challenges.
3. Job Satisfaction and Engagement: The rise of genAI has also impacted instructors' job satisfaction and engagement. Many participants reported a shift in the nature of their interactions with students, moving from a supportive, collegial role to a more authoritative, policing role. This change has strained the teacher-student relationship, with some instructors feeling that their role has become more about enforcing rules than fostering a collaborative learning environment. Additionally, the precarious nature of contract faculty positions has heightened the sense of vulnerability among instructors. They expressed concerns about their ability to advocate for themselves and their students in an environment where they have little say in policy decisions. The combination of increased workload, emotional stress, and lack of institutional support has led to a decline in job satisfaction, with some instructors questioning their long-term commitment to teaching in this environment.

Conclusion and Next Steps: The findings from this study highlight the urgent need for institutions to provide clearer guidelines and more robust support for instructors dealing with the challenges posed by genAI. The lack of institutional guidance on how to address AI use in student work has placed an undue burden on instructors, exacerbating the emotional and cognitive labor associated with their roles. Moving forward, the research will expand to include a larger sample of instructors and will incorporate focus group discussions to explore these issues in greater depth.
One key takeaway from the study is the potential benefit of establishing communities of practice for FYW instructors. Such communities could provide a platform for sharing strategies, experiences, and support, helping instructors to navigate this professional turning point more effectively. As the use of AI in education continues to grow, it is essential that institutions take proactive steps to support their instructors, ensuring that they can continue to deliver high-quality education while maintaining their own well-being.

Authors

• Phoebe Kang, University of Toronto Mississauga

• Amanda Paxton, Trent University Durham