Faculty Focus

Colleges and universities across the country are moving quickly to embrace artificial intelligence. According to an analysis of sixty-five R1 institutions, 63 percent of them actively encourage the use of generative AI, with many publishing detailed guidance for its classroom integration (McDonald et al., 2025). The implicit promise is that AI will sharpen student thinking, personalize learning, and better prepare graduates for a technology-saturated workforce.  But a growing b

Saying “I don’t know” feels like a flaw. It’s one of the smartest moves a person can make.  In education, there is an unwritten expectation that to be in the profession is to know things, know them well, and at the drop of a hat.  For a teacher it’s daunting to stand in front of 30+ students, each staring expectantly at you, waiting for your words of wisdom on a tough question. But what if in the face of your years of education, hard work, and experience, you find that the o

Saying “I don’t know” feels like a flaw. It’s one of the smartest moves a person can make.  In education, there is an unwritten expectation that to be in the profession is to know things, know them well, and at the drop of a hat.  For a teacher it’s daunting to stand in front of 30+ students, each staring expectantly at you, waiting for your words of wisdom on a tough question. But what if in the face of your years of education, hard work, and experience, you find that the o

A 2025 survey by the Higher Education Policy Institute found that 92% of university students now use AI tools in their studies, up from 66% the previous year (Freeman 2025). For online educators, the question has shifted from whether to allow AI to how to design courses that encourage deep learning, no matter AI’s role. The strategies that follow, based on current research, my classroom experience, and emerging best practices, offer practical ways to incorpora

Let’s consider how much time you dedicate to information gathering each day. We scroll through items we consider necessary or important – the perception of “not knowing” is a powerful motivator. It sparks curiosity and prompts us to fill the knowledge gap. This process isn’t just mechanical in nature; it is accompanied by a sense of excitement and accomplishment. The joy of uncovering needed information captivates us and encourages the integration of knowledge. Whether you’re looking up a new re

Have you recently been asked to review a resume? Do you coach learners on resume writing? When did you last update your own resume?   The word “résumé” originates from the French word résumer, meaning “to summarize” (Burdick, 2023). It is a single document that could be the difference between landing an interview or missing an opportunity. Whether or not it’s the most effecti

Student evaluations of teaching (SETs) are one of the most widely used tools for assessing teaching effectiveness and play a significant role in decisions related to promotion, tenure, contract renewal, and merit-based pay. Despite their widespread use, a growing body of research suggests that SETs often measure students’ perceptions and emotional responses rather than the quality of course design or instruction

Student evaluations of teaching (SETs) are one of the most widely used tools for assessing teaching effectiveness and play a significant role in decisions related to promotion, tenure, contract renewal, and merit-based pay. Despite their widespread use, a growing body of research suggests that SETs often measure students’ perceptions and emotional responses rather than the quality of course design or instruction

Some students hesitate before they put their thoughts into words. Not because they have nothing to say, but because they’re afraid what they think won’t be “right.”  In my introductory music course, students write about unfamiliar pieces on day one, and for many, that unfamiliarity creates a kind of self-silencing. They listen, form impressions, even have language for what they hear—but they hesitate to put it on the page.  What holds them back isn’t&nbsp

Some students hesitate before they put their thoughts into words. Not because they have nothing to say, but because they’re afraid what they think won’t be “right.”  In my introductory music course, students write about unfamiliar pieces on day one, and for many, that unfamiliarity creates a kind of self-silencing. They listen, form impressions, even have language for what they hear—but they hesitate to put it on the page.  What holds them back isn’t&nbsp

Student evaluations of teaching remain one of the most widely used tools for assessing instructional effectiveness in higher education. In many institutions, standardized student evaluation forms are administered at the end of a course, and the resulting scores play a significant role in faculty promotion, tenure decisions, and annual merit reviews. While student feedback can provide valuable insights into learners’ experiences, relying primarily on student-rated teaching scores presen

Student evaluations of teaching remain one of the most widely used tools for assessing instructional effectiveness in higher education. In many institutions, standardized student evaluation forms are administered at the end of a course, and the resulting scores play a significant role in faculty promotion, tenure decisions, and annual merit reviews. While student feedback can provide valuable insights into learners’ experiences, relying primarily on student-rated teaching scores presen

When ChatGPT first arrived, many faculty reacted with horror. If an algorithm could write a plausible essay in seconds, what would become of higher education and philosophy, those disciplines that, at their best, are built around slow thought and crafted prose? But over the past two years, I’ve arrived at a different conclusion: the problem is not that AI can write for our students better than most of them could have on their own, but that it forces us to clarify what learning is actua

When ChatGPT first arrived, many faculty reacted with horror. If an algorithm could write a plausible essay in seconds, what would become of higher education and philosophy, those disciplines that, at their best, are built around slow thought and crafted prose? But over the past two years, I’ve arrived at a different conclusion: the problem is not that AI can write for our students better than most of them could have on their own, but that it forces us to clarify what learning is actua

Most people working with university students have encountered it: a student who understands the course material but performs poorly on a multiple-choice exam. If prompted, the student might explain how much they studied yet cannot understand why their hours of studying did not change their usual low grade. In many of these cases, the issue is not content knowledge but unfamiliarity with how to approach multiple-choice exa

Most people working with university students have encountered it: a student who understands the course material but performs poorly on a multiple-choice exam. If prompted, the student might explain how much they studied yet cannot understand why their hours of studying did not change their usual low grade. In many of these cases, the issue is not content knowledge but unfamiliarity with how to approach multiple-choice exa

Challenges to the utility of Humanities education have become louder and more frequent. The declining number of Humanities majors and the increasing number of applied or professional majors, only reinforces what some critics consider the “useless Humanities degree”, disciplines with little to recommend it in terms of workforce-ready skills. Career services on college campuses have expertise to help students into their post-graduate lives, but faculty also have a crucial opportunity in their cour

Challenges to the utility of Humanities education have become louder and more frequent. The declining number of Humanities majors and the increasing number of applied or professional majors, only reinforces what some critics consider the “useless Humanities degree”, disciplines with little to recommend it in terms of workforce-ready skills. Career services on college campuses have expertise to help students into their post-graduate lives, but faculty also have a crucial opportunity in their cour

Walk into any faculty meeting or office today and the conversation inevitably turns toward artificial intelligence (AI). Some instructors are experimenting enthusiastically, while others are cautious and perhaps even resistant. Most, however, are simply trying to figure out how to respond to this potential paradigm shift without losing what makes their teaching meaningful.  In the early iterations of AI use in teaching, a familiar pattern has emerged. F

Walk into any faculty meeting or office today and the conversation inevitably turns toward artificial intelligence (AI). Some instructors are experimenting enthusiastically, while others are cautious and perhaps even resistant. Most, however, are simply trying to figure out how to respond to this potential paradigm shift without losing what makes their teaching meaningful.  In the early iterations of AI use in teaching, a familiar pattern has emerged. F