With the recent development of ChatGPT, much attention is being paid to Generative Artificial Intelligence (AI) and its applications in education. Because attitude impacts technology use, this mixed methods study consisted of a questionnaire and focus group interviews about faculty attitudes towards AI at a medium-sized, public university in the United States. Data demonstrated that there were mixed perceptions regarding AI and its uses and benefits. In particular, faculty were primarily positive about AI’s impact on their roles, and expressed interest in using AI to teach, assess, and advise students. Faculty reiterated the need for creative assessment and prioritizing scaffolding and process rather than product, and their role on doing what AI cannot do rather than on what AI can do accurately. Faculty were mainly neutral on AI’s impact on the use of writing assignments and on enrollment, and were predominantly negative about the impact of AI on homework and assignments, about recognizing AI-produced content, and using AI to write research articles. Finally, faculty espoused both positive and negative attitudes on using AI to grade student work and assess student progress. Focus group interview data emphasized the need to impress on students the value of productive struggle and to teach students how to live and work in an AI world effectively, efficiently, ethically and responsibly. However, faculty shared that they did not know enough to integrate AI into coursework and desired workshops on practical applications of AI use. Implications for the results will be discussed.

Authors:
Esther Smidt, West Chester University, United States
David Bolton, West Chester University, United States

About the Presenter(s)
Dr. Esther Smidt is a Professor of TESOL at West Chester University, USA. Her research interests include online learning, Generative AI, and TESOL.

See this presentation on the full schedule – Sunday Schedule

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