Faculty are already redesigning assessments, navigating new workload demands, and making consequential decisions about how AI belongs in teaching and scholarship. What can institutions learn from their experience?
Join NCFDD for an evidence-led panel discussion examining what faculty perspectives reveal about AI’s impact on student learning, faculty work, and institutional decision-making.
Faculty are adapting. Institutional support is still catching up.
Conversations about AI in higher education often begin with academic integrity. For faculty, however, the implications extend much further.
Instructors are reconsidering what students should learn, how expertise should be demonstrated, and where human judgment remains essential. They are also revising assessments, responding to changing expectations, and absorbing new work as AI tools continue to evolve.
Drawing on NCFDD’s survey of 1,659 faculty members and academic administrators, this panel will explore what those experiences mean for faculty and for the institutions working to support them.
What the Data Reveals
86.9% of respondents have changed at least one assessment practice.
64.9% describe AI as one more burden on an already full plate.
6.6% say AI-related expectations are consistent across their institution.
Source: NCFDD, Faculty Perspectives on AI Survey Report, 2026. Item response bases vary.
What We’ll Explore
During this discussion, panelists will examine:
- How AI is changing what faculty assess and how they make student learning visible
- Where AI is reducing workload and where it is creating additional demands
- Why confidence using AI can coexist with serious concerns about learning, ethics, and scholarly judgment
- How disciplinary differences shape faculty experiences and responses
- What faculty-centered institutional guidance, professional development, and governance can look like
Why This Conversation Matters
Faculty are already making decisions about AI at the course and department levels. Yet many are doing so without consistent expectations, adequate time, or sustained opportunities to learn with colleagues.
A durable institutional response will require more than encouraging adoption or issuing a single policy. It will require shared principles, room for disciplinary judgment, meaningful faculty participation, and support that evolves as the technology changes.
This webinar will give participants a clearer understanding of what faculty are experiencing and a practical framework for continuing the conversation on their campuses.
Who Should Attend
This discussion is designed for:
- Provosts, deans, and academic administrators
- Faculty-affairs and faculty-development leaders
- Department chairs and faculty leaders
- Teaching and learning professionals
- Faculty helping shape institutional AI policies and practices
