This list is not exhaustive. GSOLE wants to hear all voices. We invite questions and concerns to be addressed to Kevin DePew at vice-president@gsole.org.

Ideas that might guide proposals in these topics include (but are not limited to):

I. Effects of Disruption on Graduate Students and Contingent Instructors

• What are strategies for fostering connection, collaboration, and sustained engagement in virtual graduate programs, particularly in the face of isolation or unforeseen challenges?
• How can robust support networks and professional learning communities be built to counteract isolation and foster persistence among contingent instructors teaching online literacy courses?
• How can we address unique pressures and burnout risks for graduate student instructors and contingent faculty teaching online literacy courses? What are strategies for sustainable practices?
• What curriculum and professionalization initiatives can equip graduate students with the pedagogical and technological skills needed for successful online literacy instruction, recognizing the realities of the academic job market?
• What are some accessible and relevant training options for contingent instructors to master new online pedagogies and AI tools, ensuring they are equipped for evolving teaching demands without additional burden?

II. Evolving Roles for Writing Programs and Writing Centers

• How can writing programs address and respond to political pressures, censorship, and debates around curriculum and academic freedom, particularly in online spaces?
• How is the role of writing instruction evolving? How can writing programs develop ethical and effective frameworks for incorporating AI into writing pedagogy, fostering critical AI literacy, and redefining the goals of writing instruction in the age of generative AI?
• How can online writing centers adapt their services to address generative AI, promote ethical AI use, and support students in developing critical AI literacy?
• How can writing programs develop flexible, adaptable, and engaging online writing courses that can withstand technological shifts and evolving student needs?
• What are innovative approaches to evaluating student writing and literacy development when AI tools are readily available?
• What are the evolving roles and responsibilities of Writing Program Administrators in navigating technological disruption, advocating for faculty, and ensuring program integrity?

III. Pedagogy that Considers Inclusion, Diversity, Equity, and Access (IDEA)

• How can we create online literacy learning environments that foster respectful dialogue, critical engagement with diverse perspectives, and support for students from marginalized backgrounds amidst political tensions?
• How can innovative educational technologies, including AI-powered tools, enhance accessibility for learners with diverse needs and disabilities?
• How can we develop and implement online literacy practices that affirm and leverage students' linguistic, cultural, and experiential assets, fostering a sense of belonging and persistence for all learners?
• What are some best practices for creating online learning environments and materials that are inherently accessible to all learners, including those with disabilities and diverse linguistic backgrounds?
• What are some possible institutional and pedagogical approaches to mitigate disparities in access to technology, internet, and digital literacy resources, ensuring equitable participation for all students?
• How can we adapt online teaching practices to support student well-being and persistence in the face of personal or societal disruptions?

IV. Generative AI as a Component of Online Literacy Instruction

• What frameworks and initiatives can be developed to foster critical AI literacy across the university, addressing both the affordances and limitations of AI in academic contexts.
• What are some innovative and ethical ways to integrate AI tools (e.g., grammar checkers, drafting aids, feedback systems) to support student access, writing, reading, and research processes?
• How can we develop clear policies, pedagogical strategies, and ethical frameworks for addressing the use of generative AI in student work?
• How can online literacy education equip students with the critical thinking, communication, and adaptability skills necessary to thrive in an increasingly AI-integrated professional landscape?