Remembering the Teachers Who Inspired Me, Part 2

What I Learned From My Teachers

From Part 1: There’s a lot we carry from our school days—the lessons that stick, the ones that shape us in ways we only realize years later. I’ve been thinking about the teachers who left a deep impression on me, and how those early experiences continue to resonate as a quiet, steady presence in my life and work today. This piece (Parts 1 & 2) is dedicated to the teachers who shaped me, and I want to honor them by name.

Classrooms in Littleville Elementary & Junior High School — Classrooms in front of Littleville School shortly after its closure

Part 2: Miss Thorne, 7th Grade Math: A Lesson in Apology
Miss Janice Thorne, who became Mrs. Berry during our 7th-grade year, is the only teacher I ever apologized to as an adult. My behavior in her class was atrocious. I vividly remember entertaining my classmates by hiding in the classroom while she searched the campus for me—the day the principal, Mr. Morgan, called my dad. Not my mom. Dad. I don’t remember acting out much after that. Like Mrs. Wells, Miss Thorne had the unfortunate task of competing with Miss Renwick for my attention, but unlike Mrs. Wells, she wasn’t a natural commander. I’m really sorry, Miss Thorne.

Miss Thorne also had the misfortune of being assigned to teach us P.E., which required her to wear gym shorts, crew socks, and SeaVees gym shoes. For some reason, this embarrassed me, though I couldn’t have explained why. She was also a member of a neighboring congregation, so I saw her off and on through the years. That made my apology all the more meaningful when I finally had the courage to offer it.

Probably unsurprisingly, Janice left teaching the year after I had her as a teacher. I have reflected on whether my behavior might have contributed to her decision, and my small consolation is that she likely made a good deal of money by going to work for TVA. Miss Thorne—Mrs. Berry—died in 2023, and I am so glad I had the chance to show her respect as an adult.

Mr. Morgan, Principal and 7th Grade Social Studies: The Importance of Being Remembered
Mr. Morgan was the principal of Littleville School and also taught us 7th grade social studies. He was tall, having played basketball in his younger years, and he coached our teams with the same towering presence. His other claim to fame was that he had fought in the Korean War alongside Dan Blocker, who played Hoss in the very popular Bonanza TV show. I was glad to learn that Mr. Blocker was a nice person. Mr. Morgan regaled us with stories like these during social studies—and come to think of it, the Korean War was part of the curriculum. Mr. Morgan had the longest face I’d ever seen–one can’t help but recall Lurch from The Addams Family–and he spoke with a distinct impediment. We students discussed it and surmised that his tongue was attached to the bottom of his mouth—at least, that’s what it sounded like when he talked. But we quickly learned to understand him, and his speech became just another part of who he was.

Littleville School Gymnasium — Run-down gym of Littleville School, a shell of its former self.

Every year I attended Littleville, I earned a paddling from Mr. Morgan. Unlike Mrs. Fowler’s little red-painted ping pong paddle that intimidated second graders, Mr. Morgan’s paddle was a serious piece of wood—it must have been two feet long and was covered in signatures from its many recipients over the years.

In the early 1990s, Littleville School was closed due to low enrollment. The town had suffered during the recessions of the 1970s, and eventually, the numbers just weren’t there to keep the school open. Before the doors closed for the last time, a “homecoming” was held for everyone who had ever attended. That included my parents, my brother, neighbors—even my grandparents. I was a grown young woman by then. My parents were reminiscing with Mr. Morgan, who chose to retire rather than move to another school. He looked at me and said, “I remember when I gave you a paddling one time, Ugena. I had to hold back a laugh when you looked up at me and said, ‘Mr. Morgan, this is going to hurt me more than it hurts you.'”

Littleville School "Hornets" Basketball Team, 1974. Center: Mr. Theron Morgan. — Littleville School “Hornets” Basketball Team, 1974. Center: Mr. Theron Morgan.

A 20-year career, and he remembered a joke from a 10-year-old girl. Because I was funny and smart. I had been memorable. That, I think, is my main lesson—that these people thought enough of me to remember me.

Mrs. Mansell, 9th Grade Algebra: Making Math Make Sense
In 8th grade, I transferred from Littleville to Russellville to join the RHS Marching 100 Band. My parents really sacrificed to make this happen, commuting me to school a half-hour away instead of the five-minute trip to Littleville. Almost every teacher I’ve mentioned so far had told my parents that I needed enrichment to keep me busy—that my acting out was because I was smart. That made an impact, so I went to Russellville instead of following my Littleville classmates to the county school. I have often wondered how different my life would have been if I had taken the natural path instead of forging the one I did. Two roads diverged…

The RHS Torch and Tradition, a legacy of E.L. "Prof" Williams — The RHS Torch and Tradition, a legacy of E.L. “Prof” Williams

At Russellville, Mrs. Mansell stood out. She had real presence. She taught 9th grade Algebra and made math understandable in a way it hadn’t been since Mrs. Wells. Her father, E.L. “Prof” Williams, had been principal at Russellville High from 1937 to 1957, and my dad even remembered “Mickey” Mansell helping him register as a new student his ninth grade year. She connected with us, made herself available, and showed patience beyond measure. I remember being at a slumber party before exams, and a group of us girls called her for help. She patiently tutored us over the phone, and we all did well on exam day.

Faculty from 1982 Russellville High School Tiger Tracks Yearbook — Faculty from the RHS Tiger Tracks Yearbook; Mrs. Gretchen “Mickey” Mansell is in far right column, third from top

Despite her dedication and deep roots in the school’s history, Mrs. Mansell wasn’t allowed to teach upper-level math in the late 1970s. Those classes were reserved for a male teacher who prided himself on making his classes competitive. He openly stated that he taught to the valedictorian and salutatorian—to weed the rest of us out. I was weeded out of trigonometry in the first week. Discouraged and disheartened, I switched to Home Ec. I decided I’d rather study European and American furniture styles than endure that feeling on a regular basis.

I suppose I learned a lesson from him too—but of all my teachers, his was the biggest lesson on what not to do.

This piece is dedicated to the teachers who shaped me, and I want to honor them by name. They were the steady presence that guided a little girl from the country, who against all odds, would leave Littleville and go on to earn a doctorate and become a professor. I grew up knowing I was the “smart girl,” in part because they told me so—through their expectations, patience, and nurturing. They taught me lessons about kindness, resilience, community, and the quiet power of believing in someone. And as I reflect on my own teaching, I realize I’m still learning from them, still carrying their influence with me in every classroom I enter. I thank them so much.

Russellville High School Senior Class Picture, 1981

Remembering the Teachers Who Inspired Me, Part 1

What I Learned From My Teachers

There’s a lot we carry from our school days—the lessons that stick, the ones that shape us in ways we only realize years later. I’ve been thinking about the teachers who left a deep impression on me, and how those early experiences continue to resonate as a quiet, steady presence in my life and work today. This piece (Parts 1 & 2) is dedicated to the teachers who shaped me, and I want to honor them by name.

Image of book Under the Apple Tree. — I loved this book.

Mrs. Hood, 1st Grade: Recognizing Potential
Mrs. Hood saw something in me from the very start. I still have the report card she wrote on: “Ugena is a good student, but she talks too much.” That one line captured a lot. It was the first sign that someone recognized my potential—and my tendency to let my mouth run ahead of me. I’ve held onto that report card all these years, a reminder of what it means to be recognized for one’s potential and ability. In first grade, we received our first “real” readers, Under the Apple Tree. I remember sleeping with mine under my pillow. Years later, I found a copy and treasure it as a symbol of my lifelong love of learning.

Top: Mrs. Mavis Fowler and Jeannie Clement; Bottom left: Mrs. Fowler; Bottom right: a cute picture of my brother Tracy Whitlock

Mrs. Fowler, 2nd Grade: Be Kind and Carry a Red Paddle
Mrs. Fowler wasn’t just the first teacher to believe in me—she made me believe I was special. She had a way of balancing kindness with authority, and yes, she carried a red paddle as a reminder that rules mattered. But it wasn’t fear that motivated us in her classroom—it was the feeling that she cared. That balance of kindness and discipline taught me more than any lesson from a textbook. I also remember me, Jeannie Clement, and Susan Pace singing church hymns at the front of the class during school hours—something that feels almost unimaginable today, but back then, it was just part of the rhythm of life and learning in Mrs. Fowler’s class.

Mrs. Haley, 3rd Grade: You Can Do Hard Things in Challenging Places
Mrs. Haley was an African American teacher in an all-white school in Littleville, Alabama, in 1971. That alone was remarkable. But what sticks with me is how she tried to teach us about Dr. Martin Luther King—in a place and time where that wasn’t easy. She showed me that you can do hard things, even when the environment isn’t welcoming, and that courage can look like simply sharing the truth. I don’t know what happened to Mrs. Haley–what turns her life took. I hope she knows that in that little school room with green walls, she made a different.

Mrs. Haley and members of our 3rd Grade Play.
I was the narrator, second from left on right.

Mrs. Wimberly, 4th Grade: Finding Joy in Learning (and Neck Massages)
I absolutely adored Mrs. Wimberly. She had a way of making the classroom feel fun and alive. This was the year I first heard about the Osmond Brothers from Jeannie Clement, and while that might seem trivial, it’s part of what made school feel like a place where life happened. Mrs. Wimberly wasn’t naive either—she let us give her neck massages during PE, while having deep discussions about who was better, the Osmonds or Elvis. Looking back, I see that she knew how to keep us engaged, even if it meant a little creative classroom management.

Mrs. Wimberly was also the first person I had met who had seen Elvis live in concert. She gave me a photo book from the concert, and for Christmas, my mom got her the most wonderful present, which I had selected: a black plastic cat with diamond eyes and a fuzzy boa—filled with bubble bath. If nothing else, I have always been classy!

Mrs. Wimberly, probably on the last day of school.

Mrs. Marie Wimberly, behind the school at the baseball field. Notice the kid trying to give her rabbit ears.

Mrs. Wells, 5th Grade: The Best Education, No Matter Where You Are
Following Mrs. Wimberly was no small task, but Mrs. Wells handled it with grace and grit. She was the only teacher I had at Littleville who actually lived in our community, and she took that responsibility seriously. When I complained that math was hard and had a fifth grade hissy fit, she didn’t let me off the hook—she made sure I learned fractions. Mrs. Wells held an Education Specialist degree, and my mother once asked her why she stayed at Littleville School when she could’ve worked anywhere. Her answer: “Our kids deserve a good education, just like anybody else.” That belief has stayed with me, a quiet reminder that showing up fully isn’t just about personal pride—it’s because others deserve the best we have to offer, no matter where we are. Mrs. Wells eventually became the principal of Littleville School and remained in that position until it was closed in 1994. (I have written about Littleville School in “A Memoir of Littleville School: Identity, Community, and Rural Education in a Curriculum Study of Rural Place” in William Reynolds’s collection, Vol. 494, Forgotten Places: Critical Studies in Rural Education (2017), pp. 169-188.). Mrs. Ann Wells lived to be 88 years old, and till the end of her life, when she saw my parents, she asked about me.

Miss Renwick, 6th & 7th Grade English: The First Crush
Of all my teachers, Miss Renwick is the one I’ve wondered about the most over all these years. I wish I knew what happened to her. Looking back, I know now that she was my first crush, as young girls often have. I adored her, admired her, and hung on every word she said. My poor mother spent countless hours waiting for me in the parking lot of Littleville School while I lingered in Miss Renwick’s classroom after school. I really appreciate that—both my mother’s patience and Miss Renwick’s willingness to let a student hang around after a long day. She introduced us to literature–not just stories found in “readers,” but the classics. She described the faraway places where they took place. “You can go to these places, see these things,” she told me. I’d like for her, wherever she is, to know that although I took a circuitous route, I did.

Miss Renwick. Note her look at me coming into her classroom after school to take yet another picture.

Miss Renwick, last day of school, 6th grade

And yes, I did take a picture of her car. For years, I wanted a Toyota Tercel Wagon

Mr. Sizemore, 7th Grade Science: The Surprise of Humanity
Mr. Sizemore was a science teacher with a presence that made us all a little nervous. He was the only teacher I ever had who effectively taught while sitting behind his chair, which he did almost every day unless he got up for the occasional lab activity. He wore the same clothes every day: a blue shirt, blue jacket, dark pants, and shined brogans. His black hair was neatly combed with Brylcreem—long after Brylcreem had gone out of style. He wore black horned-rimmed glasses like Clark Kent. He drove an old blue Ford truck, and his stern demeanor was enough to keep us on edge. We were especially scared when he’d slam his book on the desk if we weren’t paying attention. But I remember my daddy talking about running into him out in public, chatting about chickens like old friends. It surprised me to realize Mr. Sizemore had a first name—David—and a life beyond the classroom. Thinking about him today, I realize just how young he must have been in 1976. That small realization stuck with me: teachers are people, too.

Littleville School 6th Grade Class Picture, 1974. Second Row: Far left, Mr. David Sizemore; far right, Miss Joyce Renwick; second from right, Ugena Whitlock

To be continued in Part 2…

Handwritten Table of Contents from my Littleville photo album in my best cursive.

Sojourners Together: Supporting Students Through the Struggle

Title: Sojourners Together: Supporting Students Through the Struggle

In my last post, I shared how online teaching has rekindled my passion for the classroom. I’m enjoying the challenge of engaging students in new ways, and I’ve found it fulfilling to build connections through messages, stories, and shared experiences. But as much as I’m finding this fresh approach to teaching rewarding, I’m also deeply aware that many of my students are struggling.

Recently, I sent out a weekly check-in message—something simple, just to touch base. While many students voiced their overall enjoyment of the class, several also let me know they’re having a hard time. These aren’t typical undergraduate students juggling part-time jobs and coursework. These are working professionals, members of a cohort in our Master’s in Applied Learning and Instruction program. They teach in local partner school districts. They’re educators, spouses, parents, coaches, community members. They’re churchgoers, pet owners, and caregivers. And yet, despite all these roles, they’ve committed to taking two graduate classes each semester for two years.

Applied Learning and Instruction (M.Ed)

They do this not just for a much-needed pay raise, but for their professional growth—to become better teachers for their students. Our children. And that humbles me. It’s not easy.

These students took a heavy blow during COVID-19. They were asked to be miracle workers, juggling the impossible demands of remote learning while supporting students, families, and their communities. If there was one silver lining to the pandemic, it’s that thousands of parents who had their children learning from home gained a newfound appreciation for teachers. They saw firsthand just how challenging this work is.

And yet, despite all of this, my students show up. They’re willing to do the hard work every day. But I know—and they know—that time is scarce. They probably don’t have six extra hours a week to devote to their studies, yet that’s the general guideline for graduate coursework. They’re balancing it all, and their struggle deepens my sense of responsibility as their instructor.

If I expect them to make time for this class, I have to make it worth their while. I owe them my best. If I want them to give of themselves, I need to give of myself.

Is the reading dry this week? Then I’ll record a discussion to bring it to life. Is the assignment complicated? I’ll walk them through it, step by step. Are assignments feeling routine and uninspired? I’ll revise them to appeal to different learning styles and spark engagement. Do they need more time to complete an assignment? I’ll do my best to accommodate that. Are they feeling overwhelmed? Then I’ll be present—showing up in the class, personalizing my feedback, and ensuring they don’t feel adrift in the online world.

I’ve practiced social-emotional learning long before it had a name. I know the value of a supportive learning environment, and yes, sometimes that means sharing pictures of our five pets to give them a chuckle. It’s about reminding them that I’m here, on the other side of the screen, rooting for them.

As hokey as it might sound, caring is part of the classroom culture I want to cultivate—a culture of care and connection. Teaching can be a lonely profession. Being a professor can be just as isolating. But this online space offers a chance to bridge that gap, to connect people who might otherwise feel alone in their struggles.

It is important that I keep asking them to check in—asking how they’re doing, beyond just the coursework. These check-ins aren’t just about staying informed; they’re about fostering trust and reminding them they’re not alone in this. We are sojourners together this semester. Yes, they will struggle. That’s part of the journey. But the most important assurance I can give them is that I am here. And sometimes, that’s enough to make all the difference.

Image of English Bulldog sleeping with tongue out. — Bruno knows the struggle is real.

The Playlist of me: Forgotten iPod, Rediscovered Self (Power of Music, Part 1)

A warm, nostalgic scene featuring a vintage iPod with earbuds resting on a wooden table. Surrounding the iPod are a stack of old CDs and vinyl records, symbolizing a love for music across different eras. Soft, ambient lighting creates a cozy and reflective atmosphere, with a hint of a worn journal and handwritten notes in the background, evoking a sense of personal rediscovery and connection through music.

I Found My iPod: Rediscovering Happiness Through Music, Part 1

Last year, I completed an End of Life (Death) Doula program with INELDA, the International End of Life Doula Association. The experience itself deserves its own post, but one lesson from the program keeps coming back to me: the role of music in creating peace during life’s final moments.

As the person in our care begins their end-of-life journey, we were advised not to play their favorite songs as background music. At first, this advice seemed strange to me. After all, wouldn’t a familiar melody bring comfort? It sure does for me! But then it was explained: favorite songs are deeply personal and emotionally charged. They can evoke strong memories, longings, or attachments that might not be conducive to a peaceful transition. Instead, we were taught to choose ambient tones or tranquil soundscapes to foster an atmosphere of calm and rest.

Not being a doula or having experienced end-of-life caregiving firsthand, this suggestion went against my intuition. The more I thought about it, though, the more sense it made. If it were me, I could imagine holding off my own passing just to hear my favorite song finish! The idea stayed with me: music is powerful, not just for its personal connections but for its ability to transcend memory and emotion, helping us navigate transitions when we need it most.

This thought was still on my mind when I stumbled across something I hadn’t seen in years—my old iPod.

From Records to iPods: A Musical Journey

As a Generation Jones Boomer, I’ve collected music in just about every format imaginable. I started with records and CDs, eventually amassing hundreds of them. Many of my favorite records were handed down from my parents when they got rid of their stereo. I didn’t have a record player either by then, but I kept the albums for the memories. Over time, I replaced many of those records with CDs, though I had to replace some of those twice after accidentally leaving my CD holder in a car I sold.

Then came the 2000s and the rise of digital music. When Apple introduced the iPod in 2001, I thought it was the pinnacle of technological advancement. I was as excited about it then as I am about AI now–granted for different reasons. I finally got one in 2005, and that summer, I spent two weeks downloading every CD I owned onto it. I painstakingly created playlists for every mood and occasion, collecting songs I thought I’d never hear again.

Image of record albums in crates. Disney's Merriest Melodies album. — My record album collection

By 2012, I had curated over 3,000 songs. I refused to sync my iPod with updated iTunes software because it wouldn’t preserve my playlists exactly as I had arranged them. They were perfect, and I wasn’t about to mess with perfection.

But as MP3s, smartphones, and streaming services like Spotify and SiriusXM gained popularity, iPods started to feel outdated. I used mine occasionally for chores around the house, but even that became less frequent. By 2022, Apple officially discontinued the iPod, and mine had long since stopped holding a charge. Eventually, it wouldn’t turn on at all. But I couldn’t bring myself to discard it permanently—it still held my songs.

Rediscovering My iPod

Last week, while searching for batteries in a drawer, I came across my old iPod again. Out of habit, I plugged it in, hoping for the best. The Apple logo flickered to life for a moment, and then… nothing. “Ugena,” Sarah said, “we live two minutes from a computer repair shop. Take it over there and see if they can fix it.”

The tech guy at the shop popped the back plate off, took one look, and said, “It’s your battery. See how it’s puffed up like a pillow? It should be flat. That’s an easy fix.” I was overjoyed.

Image of iPod Classic 5.5 gen laying on a Garfield cartoon sock. — My iPod

When I picked it up a week later, I could hardly contain my excitement. After nearly a decade, I saw my playlists on the screen again. I navigated the wheel (nothing like the sound of those clicks as it turns!) to find the perfect song for the moment, and when “Love Grows (Where My Rosemary Goes)” by Edison Lighthouse began to play, I felt an overwhelming sense of contentment. I was home.

More Than Memories

For me, music isn’t just about nostalgia. While certain songs remind me of people or moments—like Elvis always bringing my mom to mind—it’s the music itself that moves me. The key changes, the minor chords, the walls of sound (a la Phil Spector) all stir something in me that feels bigger than words.

And yet, sometimes it is the words. A perfectly turned phrase can be so compelling, so beautifully crafted, that it draws me in completely. It stirs a visceral reaction, and I can’t help but sing along. And yes I do grab a hairbrush for a makeshift microphone. At that moment, the three of us–mind, body, and spirit–are in sync with the melody and words. During my free concerts, whether in the shower, the car, or empty house, my old romantic self rises to the surface, caught up in the sheer power of the lyrics.

This emotional connection reminds me of Howard Gardner’s theory of Multiple Intelligences from his 1983 book Frames of Mind. One of these intelligences, musical intelligence, refers to the ability to recognize, create, and emotionally connect with music. Though the theory is considered pseudoscience by some, it resonates with me. It helps me explain feelings that go far beyond simply liking music. What I feel is deeper, more profound—something that connects to the core of who I am.

Rediscovering my iPod wasn’t just about finding old favorites. It was about reconnecting with a part of myself—a good and strong piece of myself that, during my distractions with job advancement and the trappings of success, had been suppressed. During those times, I was lost, adrift, unaware of how much I had let go of what truly anchored me. But when the music is back in my life, it’s as if I’ve found my way home—a reminder of who I am and what brings me joy. In the words of the old song, “Was blind, but now I see.”

The last 5 random songs played on my iPod while I’m writing this:

Bad Romance, Lady Gaga
My Heart Skips a Beat, Buck Owens
Silver Wings, Merle Haggard
On the Street Where You Live, Bill Shirley dubbed for My Fair Lady
Livin’ in the Sunlight, Lovin’ in the Moonlight, Tiny Tim (from Spongebob Movie)https://youtu.be/hERIZmJpwTI?si=JSKnB7XR5_rwbiHq

Being Human When AI Works Almost As Well, Sort Of

Image of a handmade double wedding band quilt featuring interlocking circular patterns in vibrant colors on a light background. The intricate stitching and carefully pieced fabric showcase the craftsmanship and artistry of traditional quilting.

Bruno displaying AI (Actual Intelligence)

I added a page to my Homepage to explain my thoughts and personal policy regarding Artificial Intelligence. Here it is as a post.

Within 20 years (perhaps 10, probably 5), this message will no longer be necessary. Within a generation, content producers and consumers will have figured out the ethics of using Artificial Intelligence to generate all kinds of content–from graphic designs, to music, to work documents for all professions, to classroom coursework, to, yes, blogs. We will have found the balance between using AI as a tool to enhance our work and relying on it to do the work for us. We will have figured out the survival–celebration, value–of artists, academics, and writers (human anythings) so that we will not have been replaced, which is a current concern. With a nod to Faulkner, I believe when it comes to AI, we will do more than survive. We will prevail, but we are not there yet.

My institution has three options regarding AI usage in the classroom that we faculty can incorporate into our syllabi–“Generative Artificial Intelligence Use Prohibited,” “Generative Artificial Intelligence Use Allowed with Attribution,” and “Generative Artificial Intelligence Use Encouraged with Attribution.” That pretty well captures the options for use in most settings. We can prohibit the use of AI, allow its use with care, and/or encourage its use. I would argue that the first option is not only unrealistic, but it would also put users at a disadvantage. Option 3 sounds to me like it could turn into a party–a free for all for beginners and professionals alike without boundaries and guardrails. Option 2 is a reasonable place to start, as it insists upon using the creative brain first and primarily, allowing us to form a relationship with AI–which we will do, one way or another, but that is another story–where it is the tool, not us. We humans must stay in the game, after all. (To the people reading this in 20 years–I know you are laughing and shaking your heads. Enjoy!)

I think of AI like quilts. You can purchase pre-printed quilting material at Walmart or any fabric store. To make your quilt, you only have to put stuffing (called batting or wading) between the printed side and the backing, and outline the printed design with thread, and viola, a quilt. I have one or two of these that my sweet mother and aunt have given me. They are treasures, but they are nothing like the quilts they used to make before their hands got tired and bent from arthritis. Designs were intricate and colorful, made from generations old patterns. Some patterns were made with hundreds of small pieces of cloth, which were stitched painstakingly, creating a “double wedding band,” for example, on the colorful front and plain-cloth backing. These quilts are heirlooms, works of art that are lovingly protected and stored to preserve their beauty. The difference between AI generated content and human generated content is like the difference between the printed quilt and the pieced quilt.

Image of a quilt ladder displayed in a cozy room. The ladder holds a collection of colorful handmade quilts, including a double wedding band quilt, a basket design, and others with intricate patterns. A crocheted striped blanket hangs alongside them. At the top of the ladder is a plush white owl. A framed Cape Cod map hangs on the wall, with a wooden chair and a tote bag visible in the foreground. — A collection of family heirlooms! Quilt ladder displaying several hand pieced quilts.

But, you may ask, how is that a valid comparison, since AI content is sometimes indistinguishable, often superior to human generated content? The attributes of beauty, of quality—even, maybe especially, messiness and flaws—are the human elements. Our challenge is not to attempt to catch up to what AI can do–we can’t. Our challenge is what the poets have always sought to evoke in humanity. It reminds me of what Ashley Wilkes tried in vain to express to Scarlett O’Hara: “I do mind, very much, the loss of the beauty of the old life I loved. Scarlett, before the war, life was beautiful. There was a glamour to it, a perfection and a completeness and a symmetry to it like Grecian art.” Ashley, though, mourned for the lost grace and perfection (that never existed), and in so doing, sadly missed the point…and the opportunity. Human completeness and symmetry are not going anywhere; we just have to be intentional about keeping them—us—alive. Aliveness is the pearl that makes Artificial Intelligence artificial.

At the beginning of my classes, my students and I talk about the ethics of using AI for course assignments. We look at the University’s options, above, and I talk to them about Google’s standards for evaluating web content (Google will not publish just anything), the E-E-A-T Guidelines. E-E-A-T stands for expertise, experience, authoritativeness, and trust. Google holds content to this standard in part to screen content that is generated to “manipulate search rankings.” Google uses its automated ranking system to focus on “high-quality, reliable, people-first content” https://developers.google.com/search/docs/fundamentals/creating-helpful-content. I’m sure that me and my little blog and my academic writing were not what Google had in mind when it developed its regulatory content standards. My blog has 4 readers, one of whom is my sweet Mother, and the academic writing has even fewer. But just as AI reaches broadly toward various fields and modalities, so too must the ethics that guide its use.

I try to persuade my students that I would rather read work full of their own emotions, originality, and creativity than a perfectly crafted AI-generated response paper. I’m not naive—AI is too easy to use—so we talk a lot about treating it more as an editor than a creator. I encourage them to maintain and strengthen their sense of creator-ness while learning to use AI responsibly as a tool to enhance their ideas, not replace them. I want them to see themselves as authors of their own thoughts, capable of crafting their work like a beautiful, hand-pieced quilt, rather than relying on AI to assemble their ideas for them.

Image of a handmade quilt with a crimson and white Alabama football theme. The quilt features appliqué designs of football helmets, footballs, the letter 'A,' and elephants in alternating squares. Each design is outlined with visible stitching, and the quilt is bordered with a crimson edge, showcasing school spirit and craftsmanship. — Lovingly made Alabama Quilt from my Mother

Some academics will prohibit the use of AI in their courses, focusing on catching students who use it. These are likely the same individuals who hold their peers to a higher standard when it comes to leveraging AI. Over time, these attitudes will adapt. For instance, I was encouraged to find that a Google search for ‘Scholars and academics who use AI’ yielded results emphasizing the responsible and ethical use of AI in research and writing. Just today, Tom’s Guide published an article, ’12 Days of OpenAI,’ reporting on OpenAI’s release of the new Pro More subscription, designed for advanced scientific research and complex mathematical problem-solving, at a cost of $200 per month. I’m old enough to remember when personal calculators were banned in math classrooms out of fear that students wouldn’t learn to calculate on their own. Eventually, we realized that without understanding the underlying concepts, a calculator wouldn’t help a student much. Similarly, while AI has historically struggled with math, it’s improving—and for $200 a month, you can see its progress. Advances like Pro More will inevitably become irresistible and indispensable for researchers. I suspect that as AI continues to evolve, the ethics of its use in academia will become increasingly situational.

For my blog and academic writing, I drafted a disclosure to include with my work. The following is the only AI-generated content in the post. ChatGPT spit this first one out in less than 10 seconds. It’s well-organized and pretty comprehensive, and with my found time I folded a load of laundry. Scroll to the bottom to see the human-created, much simpler finished product:

Personal Ethical Policy for AI Use in Writing

As a writer, I recognize the value of artificial intelligence as a tool to enhance creativity, efficiency, and quality in my work. To maintain integrity and uphold ethical standards, I commit to the following principles:

Transparency:

I will disclose the use of AI tools in the creation of any content where its contribution significantly impacts the final product, especially in professional, academic, or published works.

Originality:

I will ensure that the core ideas, voice, and creative expression in my writing remain my own. AI will serve as an aid, not a replacement, for my unique perspective and narrative.

Accuracy and Verification:

I will verify any AI-generated information, ideas, or suggestions to ensure factual accuracy, avoid misinformation, and maintain credibility in my writing.

Plagiarism Prevention:

I will not use AI to produce content that could be considered plagiarized or misrepresented as entirely original. Proper attribution will be given where AI outputs are directly used.

Mindful Usage:

I will use AI tools for appropriate tasks such as brainstorming, editing, and administrative writing assistance, while refraining from over-reliance that could diminish my skill development or creative input.

Respect for Context:

In collaborative projects, I will adhere to agreed-upon policies regarding AI use and respect any ethical or legal guidelines specific to the context of my work.

Commitment to Growth:

I will continuously evaluate the role of AI in my writing practice, striving to balance innovation with authenticity, and learning how to responsibly adapt to emerging technologies.

That’s way too much information, and notice how Chat GPT numbered each item in its own list #1, a fitting reminder that although AI organizes information with precision at light speed, creativity and meaning-making is and will continue to be a human enterprise.

AI went on to ask me: “Would you like adjustments to tailor this for a specific audience, such as professional peers, readers, or students?” I declined the offer, and here is my human version:

The work presented here is original to me. I have used AI tools such as ChatGPT sparingly and ethically for tasks such as identifying trending topics, proofreading, suggesting key words for search engine optimization. I have carefully reviewed AI-generated suggestions to ensure they align with my authentic voice and unique style, thereby preserving the creativity and integrity of the work and myself.

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