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X-WR-CALNAME:What Faculty Are Telling Us About AI in Higher Education
X-WR-CALDESC:NCFDD
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DTSTART:20260513T010000
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TZID:America/Detroit
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DTSTART:20261101T060000
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SUMMARY:What Faculty Are Telling Us About AI in Higher Education
DESCRIPTION:Faculty are already redesigning assessments\, navigating new
  workload demands\, and making consequential decisions about how AI belo
 ngs in teaching and scholarship. What can institutions learn from their 
 experience?\n\nJoin NCFDD for an evidence-led panel discussion examining
  what faculty perspectives reveal about AI’s impact on student learnin
 g\, faculty work\, and institutional decision-making.\nFaculty are adapt
 ing. Institutional support is still catching up.\nConversations about AI
  in higher education often begin with academic integrity. For faculty\, 
 however\, the implications extend much further.\n\nInstructors are recon
 sidering what students should learn\, how expertise should be demonstrat
 ed\, and where human judgment remains essential. They are also revising 
 assessments\, responding to changing expectations\, and absorbing new wo
 rk as AI tools continue to evolve.\n\nDrawing on NCFDD’s survey of 1\,
 659 faculty members and academic administrators\, this panel will explor
 e what those experiences mean for faculty and for the institutions worki
 ng to support them.\nWhat the Data Reveals\n86.9% of respondents have ch
 anged at least one assessment practice.\n\n64.9% describe AI as one more
  burden on an already full plate.\n\n6.6% say AI-related expectations ar
 e consistent across their institution.\n\nSource: NCFDD\, Faculty Perspe
 ctives on AI Survey Report\, 2026. Item response bases vary.\nWhat We’
 ll Explore\nDuring this discussion\, panelists will examine:\n\n 	How AI
  is changing what faculty assess and how they make student learning visi
 ble\n 	Where AI is reducing workload and where it is creating additional
  demands\n 	Why confidence using AI can coexist with serious concerns ab
 out learning\, ethics\, and scholarly judgment\n 	How disciplinary diffe
 rences shape faculty experiences and responses\n 	What faculty-centered 
 institutional guidance\, professional development\, and governance can l
 ook like\n\nWhy This Conversation Matters\nFaculty are already making de
 cisions about AI at the course and department levels. Yet many are doing
  so without consistent expectations\, adequate time\, or sustained oppor
 tunities to learn with colleagues.\n\nA durable institutional response w
 ill require more than encouraging adoption or issuing a single policy. I
 t will require shared principles\, room for disciplinary judgment\, mean
 ingful faculty participation\, and support that evolves as the technolog
 y changes.\n\nThis webinar will give participants a clearer understandin
 g of what faculty are experiencing and a practical framework for continu
 ing the conversation on their campuses.\nWho Should Attend\nThis discuss
 ion is designed for:\n\n 	Provosts\, deans\, and academic administrators
 \n 	Faculty-affairs and faculty-development leaders\n 	Department chairs
  and faculty leaders\n 	Teaching and learning professionals\n 	Faculty h
 elping shape institutional AI policies and practices
URL;VALUE=URI:https://www.ncfdd.org/events/ai-higher-education-webinar-p
 ublic/
UID:urn:uuid:b6cda760-2afa-4a60-8b79-31c368e1d0d2
STATUS:CONFIRMED
ORGANIZER:
DTSTAMP:20261008T203647Z
DTSTART;TZID=America/Detroit:20261111T130000
DTEND;TZID=America/Detroit:20261111T140000
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