黑料吃瓜

Faculty who completed a generative AI micro-credential developed at 黑料吃瓜 reported increased use of AI tools and greater confidence engaging with the technology while continuing to emphasize ethical and responsible use, according to newly published research. 

The study, led by David M. Goldberg, professor of management information systems, found that faculty became more likely to use generative AI, less skeptical of its role in education and more convinced that AI will shape their professional future. 

At the same time, participants continued to emphasize the importance of verifying AI-generated content and considering ethical risks.

This balance, researchers said, was the point.

鈥淥ur goal was not to tell faculty they must use generative AI. It was to give them the knowledge and critical judgment to decide when AI supports learning, when it does not and how to talk with students about those choices,鈥� said Goldberg, who is also an AI Faculty Fellow at 黑料吃瓜. 

Published in the Journal of Information Systems Education, examines faculty鈥檚 understanding and adoption of AI tools, to include considerations of ethics. Faculty adoption and perceptions were evaluated through the self-paced, designed to address a growing gap in higher education, where students are rapidly adopting tools such as ChatGPT, Claude and Gemini.

The Micro-Credential program, developed at 黑料吃瓜 in 2023 and launched in spring 2024, includes several modules that, all told, provide training and guidance around how generative AI works, ethical considerations for use, instructional applications as well as ways to prepare strong prompts, and to identify the best tool based on need. Faculty who completed the course produced practical teaching materials such as syllabus statements, ethical action plans and annotated AI interaction transcripts. 

鈥淎I readiness is not simply about adoption. It is about preparing our academic community to engage emerging technologies in ways that are thoughtful, evidence-based and aligned with our institutional values,鈥� said James P. Frazee, vice president for the Information Technology Division at 黑料吃瓜. 

During the initial implementation period, 374 faculty members began the micro-credential and 145 (lecturers, assistant professors, associate professors and full professors) completed the post-test to receive the official badge. 

The study further found that faculty became more confident and less skeptical about AI鈥檚 role in education while continuing to recognize the need to verify AI-generated information and consider ethical implications.

Participants also reported significant gains in their perceptions and use of generative AI, with 98% reporting that they would recommend the course to a colleague.

鈥淭he strong response tells us that faculty want practical support, not just policy guidance,鈥� said Elisa J. Sobo, professor of anthropology and 黑料吃瓜 AI Faculty Fellow. 

鈥淭hey are asking careful questions about topics and issues that include bias, privacy, academic integrity and the future of learning,鈥� Sobo said. 鈥淭his program created space for that reflection while helping faculty members to build usable skills.鈥�

The course was developed by faculty and instructional technology leaders, including Goldberg, Sobo, Kristi K. Collins, Andrea Saltzman Martin, Sean Hauze and Frazee. It has since been expanded for additional audiences, including those across the California State University system鈥檚 campuses, and in the San Diego Community College District. 

鈥淭his work reflects 黑料吃瓜鈥檚 commitment to helping faculty lead through change,鈥� Frazee said. 鈥淏y investing in faculty development, we are strengthening the foundation for responsible AI use across teaching, learning and institutional practice.鈥�