Navigating the AI Revolution: Empowering Faculty and Enhancing Services through Teaching Centers

[KFalbo]

The presentation, "Navigating the AI Revolution: Empowering Faculty and Enhancing Services through Teaching Centers," was delivered by Kyle Falbo, Educational Technology Application Expert, and John Lynch, Assistant Director at the Center for Teaching & Educational Technology at Sonoma State University. They highlighted the crucial role of University Centers for Teaching and Learning (CTLs) in guiding educators through the integration of generative AI into teaching practices and institutional services. By providing essential resources, training, and collaboration opportunities, CTLs can help faculty navigate the rapidly evolving educational landscape shaped by AI technologies.

The speakers outlined the process of integrating generative AI into the curriculum, emphasizing the various stages of faculty adjustment. Initially, educators may experience denial and anger, characterized by skepticism towards AI-generated content and concerns about academic integrity. As they move through bargaining and depression, faculty develop syllabus policies and re-evaluate their teaching methods to incorporate AI responsibly. Finally, in the acceptance stage, educators actively engage with AI through workshops and faculty learning communities, acquiring comprehensive knowledge, integrating AI tools into their pedagogy, and sharing implementation insights with peers.

Generative AI's potential to enhance institutional services was another key focus. AI-powered chatbots can significantly improve student support services by providing immediate assistance on university websites, acting as the first point of contact for IT support, and offering virtual advising tailored to individual student needs. Custom GPTs can further enhance these services by facilitating course material development, supporting student learning, and promoting active learning practices. These AI tools also play a vital role in enrollment and retention efforts by assisting with transcript reading and reentry processes, making administrative tasks more efficient and student-centered.

Exploring the application of AI in disability services revealed three key lenses through which AI can transform accessibility efforts. First, by enhancing traditional accessibility remediation tools and software, AI can make existing processes more efficient. Second, AI can help faculty apply Universal Design for Learning (UDL) principles preemptively, ensuring that course materials are accessible from the outset. Lastly, the future holds potential for entirely new approaches to accessibility, such as redefining assessment methods and mainstreaming previously niche tools, thus broadening the scope of educational inclusivity.