Since the widespread emergence of Generative AI a few years ago, educators across disciplines have been reconsidering how technology shapes teaching, learning, writing, and assessment. While some departments and faculty have leaned into these new Large Language Models and the technological "advances" they offer, others have worked just as diligently to keep AI out of their classrooms.

In light of the recent ban on GenAI in K-8 classrooms by New York City Public Schools, it is possible that the tides in education are going to shift away from AI and back to the uniquely human approach to education. As institutions and educators continue to debate the role of GenAI in education, questions about how to teach effectively without these technologies have become increasingly important.

I am currently seeking contributions from interdisciplinary teachers and scholars for a proposed collection on "Teaching without GenAI in the Age of AI." This volume aims to explore pedagogical strategies for instructing without AI. While recent publications look at how to incorporate AI into writing instruction or discuss the complicated nuances of AI in writing classrooms, there is a gap in the field regarding practical approaches on how to instruct without AI in the classroom.

Questions to consider include:

- How have you structured assignments to prevent AI from being used?

- How has your discipline been affected by AI, and how have you worked to keep it out of your classroom?

- What pedagogical, disciplinary, ethical, or learning goals motivate your decision to teach without generative AI?

- What are your success stories, or failures, of teaching without AI?

- How are your students responding to work without AI?

- What policies, structures, or pedagogical practices have you used to discourage or prohibit unauthorized AI use?

- Have you faced disciplinary contexts that make AI counterproductive?

- What role does technology now play in your classroom?

- Have you designed any pedagogical experiments or studies to assess your students' learning within a no-AI context?

I invite contributions from teachers and scholars across disciplines and educational contexts, including K–12, higher education, and professional education.

I am particularly interested in contributions that offer concrete strategies and resources for other educators to implement in their classrooms. Because this volume is intended to be a practical resource as well as a scholarly contribution, submissions that provide example assignments, lesson plans, classroom policies, assessment strategies, or other teaching materials are especially welcome.

In order to make this resource available in a timely fashion and respond to existing publisher interest, please send an abstract of no more than 500 words and a brief biographical statement by October 15, 2026 to teachingwithoutgenai@gmail.com.

Completed essays will be approximately 4,000 - 5,000 words and will be due by January 31, 2027.