We Can’t Ban AI, but We Can Friction Fix It
In an Inside Higher Ed article, Catherine Savini argues that instead of banning generative AI, instructors should “friction fix” their writing assignments—making authentic engagement easier and AI misuse harder. Drawing on writing pedagogy and behavioral science, Savini offers practical strategies like breaking assignments into stages, designing for real-world audiences, and building trust through low-stakes writing and student relationships. She emphasizes that well-crafted, meaningful assignments can reduce reliance on AI and foster critical thinking.
