In this episode of The English 101 Experiment, Mason and Monica are joined by Kaia Layson, one of Mason’s students, to discuss her researched paper on ethics and artificial intelligence. In the course of discussing Kaia's project and experience with The English 101 Experiment approach, the conversation meanders through big and unsettled questions: What does it mean to talk about consciousness in relation to AI? How do we grapple with the speed of technological change and the sense that we are always “catching up”? And what responsibilities do humans carry when we supply AI systems with ethical frameworks they themselves must design and interpret?

Rather than offering tidy answers about AI, this episode approaches ethics as an ongoing, human process shaped by technological change. Together, we explore how student-driven research into AI can open space for nuance, uncertainty, and genuine intellectual engagement—and why ethics in an age of artificial intelligence may function less like a fixed rulebook and more like a swinging compass, constantly recalibrated as conditions, capabilities, and consequences evolve.

In this episode of The English 101 Experiment, Monica and Mason talk with colleague Ari Zeiger about the problems arising in the writing classroom in the age of generative A.I. The conversation doesn’t rush toward solutions; instead, it explores the long-held assumptions that AI now unsettles—the belief that students must write independently, that a polished final product reliably measures learning, that familiar essay formats are inherently meaningful, and that originality and authorship are straightforward. As language automation reveals the limits of product-based, formulaic assignments, questions around labor, integrity, and what we’re actually assessing become increasingly urgent. While Monica shares glimpses of her emerging AI-integrated assessments, this episode remains rooted in inquiry, pausing to consider what writing assessment exposes about itself as AI reshapes the landscape beneath us.

Season 3 opens with a powerful conversation rooted in the quote that begins every English 101 semester: “As you walk upon the way, the way appears.” Monica and Mason talk with former student Mo Cataland about how her “way” unfolded in class through her independent project, Breaking the Boulder—a podcast exploring addiction, stigma, and the science of recovery. Mo shares how the non-traditional approach of the ENGL 101 Experiment helped her discover her own style and voice, tools she now carries into her other courses and beyond. This episode sets the tone for the season, exploring how new paths take shape only as we begin to walk them.

What happens when the ancient Greek pursuit of aretē—excellence of mind and character—meets technē—craft, skill, and know-how—in the age of GenAI? In this episode, we step into the “GenAI Gym” with our colleague Jackson Moss, Assistant Department Chair and Professor of English, to explore the tension and harmony between these ideals in the composition classroom. Drawing on Margaret Renkl’s NYT op-ed “I, Human” and Heather Reid’s "Plato’s Gymnastic Dialogues," we discuss how teaching excellence, process, and growth mindset can thrive alongside AI tools, and what it means to train for more than just technical proficiency.

In episode six, Mason and Monica talk with colleagues Joseph Buckley and Ari Zeiger about what happens when creative writing enters the composition classroom. Through a discussion of "Class Barriers: Creative Writing in the Freshman Composition" by M. Thomas Gammarino, "Creating Possibilities: Embedding Research into Creative Writing" by Jason Wirtz, and "The Transformation of Silence into Language and Action" by Audre Lorde we explore teaching voice and the risks of creative writing within the institutional maze.

In episode five, colleagues Sarah Inman and Jennifer Kooken join Mason and Monica as they wander through the maze of "good writing"--from academic conventions to cross-cultural ideals--asking whether the rules meant to guide us sometimes get us lost. We explore "The Five-Paragraph Essay" by Will D. Desmond, "Should Writers Use They Own English?" by Vershawn Ashanti Young, and "Defining 'Good Writing' A Cross-Cultural Perspective" by Melinda Reichelt.

In episode four, Mason and Monica talk with colleagues Matt Hanson and Brett Evans about the value of play in the composition classroom. To guide this discussion, we reference "The Art of Imitation" by J. Scott Shields and self-portrait poems from Edna St. Vincent Millay, Evie Shockley, Karisma Price, and Chen Chen.

In episode three, Mason and Monica welcome colleague and New Orleans poet Gina Ferrara to a discussion of poetry's place in the composition classroom. We dive into "Missing Link: Metacognition and the Necessity of Poetry in the Composition Classroom" from Valerie Martinez and poems "The Fish" by Elizabeth Bishop, "A House Called Tomorrow" by Alberto Rios, and "Spoon-Rest Mammies" by Skye Jackson.

In this episode of The English 101 Experiment, colleague Andrew Gibbs joins Mason and Monica to explore the role of literature in the composition classroom. Drawing on scholarship from Jessica Lindemann, Gary Tate, and Kate Chanock, we debate the value and challenges of integrating literature into writing instruction and, through a discussion of Langston Hughes' "Thank you, Ma'am," investigate how literature can foster students' growth as writers—and individuals—by promoting belonging, critical thinking, and a deeper understanding of academic writing conventions.

In season two of The English 101 Experiment podcast, Mason and Monica join colleagues for text-based discussions about the philosophies and practices at work in their college composition classrooms. In episode one, Ari Zeiger joins us for a talk about "Daedal," a poem by A.E. Stallings, and "Daedalus and Icarus Within: The Literature/Art/Writing Connection," a work of scholarship by Gabriele Lusser Rico.