This research examines how multilingual college students use AI writing tools and whether these tools support or hinder learning. The findings suggest that learning outcomes depend on how AI is used. When employed as a scaffold for feedback and reflection rather than a shortcut, AI can enhance writing development and critical thinking.

This study explores how archival research enhances student engagement and writing in undergraduate courses. Interviews with writing instructors reveal that hands-on work with archival materials—especially local and diversity-focused collections—deepens curiosity, strengthens research skills, and enables students to produce meaningful, socially relevant original work, even within constrained course structures.