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Resistance, access, academic integrity, student (mis)use

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Faculty-led book clubs, planning AI-hackathons, identifying faculty AI leaders and incentivising them to co-develop training for the faculty body, and faculty partnering with students to develop AI-centric assessments

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Lack of understanding of basic AI

How to use it for coaching better student outcomes versus punitively

Equating it with cheating automatically

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Transparency of faculty use with students... modeling.

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Transparency of faculty use with students... modeling.

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Fear. So many of our conversations around AI are driven by fear — fear of change on the part of our faculty, and fear of getting in trouble on the part of our students.

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Questions or reservations regarding the environmental and institutional ethical obstacles

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Keeping track of how much student writing is done by AI

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Finding assessments that show student achievement, but without bringing into question if the work is their own.

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Challenge is how to teach the responsible use of AI

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Assessing Student Learning (vs prompt engineering)

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Assessing Student Learning (vs prompt engineering)

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How to evaluate what students have learned and can do, not just how well they can use AI or who can purchase the best AI tools

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Some departments have banned the use of AI in their courses, so the engagement from those faculty is limited and/or hard to understand (for those who use it independently of their course content)

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Our administration is considering purchasing chat GPT Plus for all students. This will necessitate faculty to reimagine their courses. We're trying to figure out how to manage that chaos and facilitate the transition.

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If this happened pre-pandemic, pre-trump, etc they could process the change better. But this was the straw that broke the camel's back. So they assume the worst instead of learning from those of us that have explored.

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AI literacy for all students and academic integrity concerns

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Should student assignments be about product or process?

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Agentic AI browsers and the “death of asynchronous online courses”

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Agentic AI browsers and the “death of asynchronous online courses”

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The worry that agentic AI browsers (Perplexity Comet, ChatGPT Atlas) will make it easier and easier for students to turn over their coursework to AI, especially in asynchronous online courses.

There is a worry that faculty will not want to teach online anymore because of this.

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Validating real proficiency of students in the field of academic skills - most of the basic written assignments can be completed with AI

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Pushback against academic technology “leading the direction for AI at the college”

Faculty citing environmental concerns as a reason not to support AI usage.

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Faculty innovating in ways that are tech for tech sake

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Faculty ambassadors to represent departments and divisions. These representatives are members of those said department/divisions that allow them to problem solve, create AI assignments, integrate, and problem solve to help support schools. Creating communication and support

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Faculty essential understandings of AI and connections to AI use specifically in their field

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Faculty essential understandings of AI and connections to AI use specifically in their field

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Wanting to find the “right way” to use it

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Wanting to find the “right way” to use it

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Sometimes the desire to engage with AI doesn’t move past the “am I using it correctly?” or “I need to understand this more deeply” stage, and there seems to be a hesitation to experiment.

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Dissertation advisors have students upload a chapter of their dissertation into NotebookLM as well as rubrics and learning objectives and give NLM a persona. “Give me feedback from the perspective of higher ed advisor. “ This doesn’t replace the advisor but provides 24/7 support and feedback.

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Offer faculty workshops on how to use AI in their research work, e.g. grant application development. These have great uptake.

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Our Center for Educational Excellence has created an Emerging AI course for our faculty

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We luckily have had a well respected and emeritus faculty create a collaboration and discussion group “AI playground” which has fostered amazing conversations around the pedagogy of using AI. Very helpful to reduce resistance.

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Concerns about continued viability of fully online.

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Concerns about continued viability of fully online.

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AI detectors don’t work

Faculty must shift from assessing product to PROCESS

We also need to accept that students will use AI. Allow them to use it but find ways for them to show their work (back to process)

There are real concerns about the value of the college degree (and institutional reputation) if students aren't learning real skills

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show faculty the power of AI in helping students learns And think critically. Demonstrate assessment or scaffolded assignments.

Operationalize what AI integration means in the classroom or in the curriculum. Teaching students how to use AI vs teaching with AI vs teaching AI (ethics in psychology).

Understand the root of their resistance. Correct misconceptions.

Teach AI literacy to faculty and students and keep it current.

Peer inspiration and demonstration.

Focus groups and surveys with faculty and staff to understand what they want

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Need for a revamp of assessment strategies... performance, iterative writing, projects, etx.

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Need for a revamp of assessment strategies... performance, iterative writing, projects, etx.

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Emphasize the process, not the product. Engage students in carefully analyzing AI outputs and work hard to make them better. This will take time and energy and force teachers to be better.

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Discuss AI applications in their teachings and learning practices

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Students can see not getting it right the first time as failure rather than growth, and some use AI because they fear their own work isn't good enough. How to norm getting it wrong and needing correction / encouraging growth mindset?

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Don’t forget to have fun and encourage fun (responsibly of course) in teaching and learning, AI-augmented or otherwise.

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If higher Ed never existed and you were to build from scratch today, I guarantee what you build wouldn't be what it is today. So we need to let go of holding onto that doesn't work and move toward what we need to be.

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Is AI a tool or a weapon? Just paraphrasing a line from Arrival.

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Are we measuring product or process? Could it be both…how will AI impact the way we measure learning.