Abstract
Artificial intelligence (AI) is rapidly reshaping higher education, presenting both significant opportunities and complex challenges for instructors. This Book Note highlights key insights from the third edition of Professional Writing for Social Work Practice by Weisman and Zornado (2025), a text that thoughtfully integrates generative AI into professional writing instruction. Drawing on the authors’ approach to teaching writing with AI, we synthesize four stages of AI integration for faculty, encouraging a relational rather than transactional approach to technology use. By positioning AI as a thinking partner rather than a shortcut, instructors can guide students toward ethical, reflective, and skill-enhancing writing practices. The text offers practical strategies and applied examples demonstrating how AI can foster critical thinking, creativity, and career readiness. Ultimately, this discussion highlights the dual role of faculty as mentors who promote responsible AI use and as exemplars who foster students’ AI literacy in preparation for professional contexts.
Rights
© 2026 The Authors
Recommended Citation
Romsa, Katelyn; Romsa, Bryan; and Hinricher, Skylar, "Book Note: AI as a Thinking Partner: Faculty Strategies for Supporting Student Writing and Learning" (2026). The Interdisciplinary Journal for Research on Pedagogy and Learning Design, Vol. 1, Issue 1., Fall 2026. 11.
https://openprairie.sdstate.edu/ijrpld/11
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License