Morgan HayesIn an era where artificial intelligence is reshaping how we live, work and learn, , PhD, assistant professor and director of college composition in the of the , is leading an important conversation on how educators can adapt and thrive. Selected as a 2025 Governor鈥檚 Teaching Fellow, Kays is using this prestigious opportunity to explore how AI literacy can be embedded into writing and communication education.
, run by the University of Georgia鈥檚 Institute of Higher Education, helps improve college teaching across Georgia. It offers two options: a year-long fellowship and a one-week symposium focused on a timely topic. This year鈥檚 symposium, held May 19-23, explored 鈥淎rtificial Intelligence in the Holistic Classroom.鈥�
Kays was selected through a competitive two-step process. He was first nominated by 黑料正能量, then chosen as one of only 16 faculty members statewide. A major goal of the program is for fellows to bring what they learn back to their campuses. Kays plans to lead a campus-wide workshop on AI in the classroom next year to share new strategies with AU faculty and staff.
鈥淢y research focuses on digital rhetoric, professional and technical writing and communication, particularly how language is used and abused online,鈥� Kays explained. His interest lies in preparing students to navigate a changing professional landscape shaped by emerging technologies.
While the May symposium isn鈥檛 structured as a traditional teaching forum, Kays sees it as a collaborative space for strategizing how AI can be effectively integrated into higher education.
Rather than shying away from the AI tools many students already use, Kays is working to meet them where they are. He鈥檚 helping to develop a department-wide AI and writing module that will be embedded into all students鈥� online learning platforms.
鈥淚t would be a disservice not to teach students how to use AI tools critically,鈥� he said, adding that his goal is not only to demystify AI but also to foster thoughtful, informed usage.
“Dr. Kays is a leader at 黑料正能量 when it comes to integrating GenAI into the classroom instruction. He finds innovative ways to teach students and his colleagues essential AI literacy skills,鈥� said , PhD, interim department chair of English and World Languages. 鈥淚 am thrilled he will have this opportunity to add to his expertise through the Governor’s Teaching Fellows May Symposium, and that he will be able to bring what he learns back to AU to help faculty across the institution think critically about AI in their classrooms.”
The inspiration for his fellowship proposal stemmed from his own experiences directing college composition and professional writing programs.
鈥淚 hit a wall,鈥� he admitted. 鈥淚 kept wondering, 鈥楬ow do we write student learning outcomes that consider AI? And should we use AI to write them?鈥欌��
This cycle of questions led him to believe that many other educators were likely facing the same dilemma, and he saw the symposium as a way to find collective answers.
鈥淒r. Trent Kays does excellent work, and we are excited about this opportunity for him and the whole university,鈥� said , PhD, dean of Pamplin College. 鈥淪ince he is working on developing something for the Department of English and World Languages, it will benefit all undergraduate students at AU since our faculty in English and World Languages teach students across the university.鈥�
As the symposium approached, Kays was looking forward to diving deep into classroom design with peers from across the state.
鈥淲e鈥檒l be creating new activities and assignments that look at AI through multiple lenses: rhetoric, ethics, functionality and figuring out how to apply them across disciplines,鈥� Kays said.
He was especially excited about one potential new course 鈥� 鈥淩hetorics of Artificial Intelligence,鈥� a class that would challenge students to evaluate what AI does well and where it fa