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-IMPLEMENTING GENERATIVE AI IN ACADEMIC WRITING
-SEMINARS
-A. Höpner, D. Uckelmann
-Stuttgart University of Applied Sciences (HFT Stuttgart) (GERMANY)
-Abstract
-Generative AI, including technologies like ChatGPT, is profoundly influencing academic writing seminars
-in higher education. For this reason, the use of AI tools was implemented in a case study in a structured
-and scientifically validated master’s seminar on academic writing. The one-semester seminar covers both
-business and engineering disciplines. It utilizes a defined workflow for writing an academic paper in a
-guided process. The new approach is that working with generative AI, e.g., ChatGPT 4.0, as an up-to-date
-technology is explicitly recommended, and corresponding licenses are provided to offer all participants
-equal conditions. Through practice and reflection students are sensitized for a productive, but also
-scientifically honest and responsible handling of AI tools. Data protection considerations are discussed.
-Practical experimentation and in-process exercises help students to assess the quality of LLM output.
-Surveys and observations are conducted before and during the writing process and a final investigation at
-the end of the semester is planned to investigate which AI tools are currently chosen by novice writers and
-how they are used. The study evaluates the benefits of generative AI for academic writing in higher
-education and gives recommendations for its integration into academic writing instruction.
-Keywords: Academic writing, scientific writing, AI, LLM, ChatGPT, writing seminar, higher education.
-1 CHANGES IN WRITING INSTRUCTIONS ARE NECESSARY
-Academic research and especially academic writing processes are changing significantly with the easy
-availability of generative AI tools. It’s obvious that these innovations have to be considered in higher
-education curricula, and existing academic writing seminars need to adjust to the disruptive changes
-through generative AI.
-1.1 An existing writing seminar as a validated starting point
-A well-established and scientifically validated master’s seminar on academic writing was selected as a
-secured basis to be able to observe, document, and analyze changes caused by AI. The concept,
-development, and results of the chosen seminar have already been reported [1], [2].
-1.1.1 Characteristics of the chosen seminar
-The one-semester seminar is part of the “Green Logistics” Master’s business degree program and is
-carried out over a period of 15 weeks. Following a “writing lab” approach, weekly sessions of 1.5 hours
-each are held in a workshop style, with few lectures mainly at the beginning of the course. Students
-work together in small groups of two or three, with the goal of writing their first scientific short publication
-in non-indexed peer-reviewed journals.
-The seminar has been performed annually since 2018, following the same writing lab concept and
-structure, with regular adjustments based on annual evaluations.
-1.1.2 A compact, specialized LMS
-A compact learning management system (LMS), specialized for the scientific writing process, has been
-in use from 2020 onwards. The so-called “Scientific Workflow Guide” (SWOFI) is the main tool to guide
-the workflow, provide self-learning material, manage peer-reviews, and collect uploads (s. Table 1). [2]
-Proceedings of EDULEARN24 Conference
-1st-3rd July 2024, Palma, Mallorca, Spain
-ISBN: 978-84-09-62938-1 4998
-Table 1. Academic writing workflow in the specialized learning management system SWOFI.
-Pre-defined steps in SWOFI for academic writing Upload required
-1. Topic selection out of a surplus of available topics provided by the lecturer
-2. Test peer-review of previous seminar publications with a given review sheet x
-3. Provide a structured literature research including search prompts and results x
-4. Identify and name research questions / problem statement
-5. Provide outline x
-+ presentation
-6. Write initial abstract x
-7. Iterative writing lab phases x (last iteration)
-8. Peer-review x
-9. Paper finalization based on the feedback x
-[Following steps, e.g., presentation, submission, self-reflection and grading, are not
-considered within SWOFI as of now.]
-1.2 Updating the concept of the seminar
-Revision of writing seminar curricula is unavoidable, on the one hand to respond to the new
-developments that students can now benefit from, and on the other hand to exploit the potential of
-generative AI.
-AI technologies enhance the learning experience by providing students with immediate feedback on
-their writing, thereby facilitating a more iterative and dynamic learning process. ChatGPT and other
-generative AI-offerings can serve as a tool for brainstorming, literature research and revising texts,
-allowing students to explore different writing styles and structures efficiently, and peer-review
-improvements. However, using these AI-tools requires students to consider the ethical dimensions of AI
-use, including questions of authorship and originality, which are crucial in academic context. Thus,
-integration of AI encourages both technical and critical thinking skills, preparing students for a digitized
-professional environment where such tools are increasingly prevalent.
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requirements.txt

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