Design Justice: Integrating AI into Technical and Professional Communication Curricula at Hispanic Serving Institutions

Abstract

This article explores the integration of generative artificial intelligence (AI) into Technical and Professional Communication (TPC) curricula at Hispanic Serving Institutions (HSIs), emphasizing design justice principles. Drawing from past criticisms of technological resistance in education, we address contemporary reactions to AI, particularly policies that restrict its use. These restrictions echo unethical plagiarism detection practices and hinder the educational and professional opportunities of marginalized students. We advocate for using AI as a disruptive tool for positive change, aligning with Johnson, Sullivan, and Simmons' view of effective disruption in well-run organizations.

We focus on how AI can address the digital divide and support first-generation Hispanic students, highlighting the importance of technology training in TPC programs. Case studies illustrate the disproportionate impact of digital inequities on these students, emphasizing the need for inclusive and empathetic teaching practices.

The article details the integration of AI across different TPC courses—introductory technical writing, document design, and technical editing. Each course aims to balance foundational skills with AI utilization, addressing potential biases and fears associated with AI use. By incorporating principles of design justice, we prioritize the needs of our HSI community, fostering an environment where students can leverage AI tools while maintaining their cultural and linguistic identities.

In conclusion, the evolving role of AI in professional writing necessitates a commitment to sustainable and community-centered TPC education. This approach ensures that HSI students are equipped to navigate and shape the future of AI, bridging the digital divide and promoting social justice in their professional practices.