{"id":6139,"date":"2026-05-20T08:00:40","date_gmt":"2026-05-20T16:00:40","guid":{"rendered":"https:\/\/blogs.oregonstate.edu\/osuteaching\/?p=6139"},"modified":"2026-05-20T08:00:40","modified_gmt":"2026-05-20T16:00:40","slug":"from-regulation-to-integration-a-year-of-learning","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/osuteaching\/2026\/05\/20\/from-regulation-to-integration-a-year-of-learning\/","title":{"rendered":"From regulation to integration: A year of learning"},"content":{"rendered":"\n

By Julie Zwart, INTO OSU<\/p>\n\n\n\n

\"Weatherford<\/a><\/figure>\n\n\n\n

Last fall, just before Halloween, I joked to a couple of colleagues that if I were going to dress up for Halloween, it would be fitting for me to go as the AI Police. I had just finished a week of policing students. During three of my writing classes, I monitored students as they wrote, by hand, for two long hours, drafts of an essay. Next to them were their sources printed out. In each of those class periods, I didn\u2019t teach; I only monitored students as they wrote, sometimes circling the room to look over their shoulders, sometimes standing in the back of the room for a bird’s-eye view. It seemed the most effective way to ensure students didn\u2019t use AI to write their essay drafts. I spent about 6 hours that week policing and musing that there had to be a better way. In 2023, Edward Maloney<\/a> created a framework which identified four stages or approaches to AI use in higher education. The first stage, Regulate, is a stage characterized by restriction and prevention of its use; this is followed by Adapt, Integrate and Reimagine. That week, I was solidly in the Regulate stage. <\/p>\n\n\n\n

Fast forward to the end of the spring term. For the past 8 months, thanks to a mini-grant from the Center for Teaching and Learning, I\u2019ve been creating AI modules that will help facilitate appropriate AI use in and out of the classroom. The goal of the modules is to bring international students, who came to OSU with different levels of exposure to and ideas about AI, to a place similar to their domestic peers. The modules consist of lesson plans of various lengths and depths that INTO OSU instructors can use in their classes to get students thinking critically about AI and its uses. <\/p>\n\n\n\n

After meetings with instructors in my department, attending a conference that had a large focus on AI and teaching, sitting through many sessions during AI week, and participating in a faculty learning community, I\u2019ve come to a few small realizations:<\/p>\n\n\n\n