Abstract
This paper explores a pedagogical framework that critically engages first-year online writing students with the promises and perils of artificial intelligence while fostering inclusive interest in STEM disciplines. Drawing from my co-edited open-access collection Science and Culture: Readings for Writers, I guide students through interdisciplinary inquiry that bridges rhetorical analysis with scientific discourse. Central to this approach is the use of research posters as a multimodal assignment that empowers students—particularly women and students of color—to explore STEM topics through a humanities lens. By integrating AI tools into the writing process, students are encouraged to interrogate the ethical, social, and epistemological implications of emerging technologies. Rather than treating AI as a shortcut or threat, we examine its role as a collaborator and object of critique. Students analyze case studies, generate inforgrapics with AI, and reflect on authorship, bias, and intellectual labor. This critical engagement demystifies STEM fields and positions students as active participants in scientific conversations. The poster project culminates in a public showcase, fostering a sense of ownership and visibility for students’ work. Preliminary outcomes suggest increased confidence in STEM-related writing and a deeper awareness of how science intersects with culture and identity. This paper shares assignment designs, student reflections, and strategies for fostering equity and curiosity in the AI-inflected writing classroom.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Human-Centered AI Transformations
KEYWORDS
Online Pedagogy, First-year Writing, AI, Multimodal Pedagogy, STEM
