Faculty training and professional development with regard to AI will look different across different campuses. Some campuses employ mostly full-time faculty and may or may not give them space for professional learning. Other campuses may employ mostly contingent or adjunct faculty who may have little time or money to complete outside learning tasks.
As we consider how to offer learning opportunities to faculty, it is important to keep the multiple time, energy, and money factors in mind. While some of these may have shifted since Covid, many factors remain similar.
May 29, 2026. Ep13 – How to Talk About AI in Higher Education: April Lawson on Insight Debate & Dialogue. My Robot Teacher. “In this episode of My Robot Teacher, Sarah and Taiyo talk with April Lawson, co-founder of Insight Debate & Dialogue, about what she has learned from facilitating structured conversations about AI across colleges and universities. Her work brings faculty, students, staff, and administrators into rooms where the debate can move past pro-AI and anti-AI camps and toward collective sensemaking.”
October, 2024. Working Paper 3: Building a Culture for Generative AI Literacy in College Language, Literature, and Writing. MLA-CCCC Joint Task Force on Writing and AI. “Participants of the Critical AI Literacy for Reading, Writing, and Languages Workshop, convened in 2024 and funded by the NEH, include members of the MLA-CCCC Joint Task Force on Writing and AI (AITF) and representatives from a variety of humanities professional organizations. Together, they wrote this third working paper.”
2017, Oct 13. Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity? Sara E. Brownell, and Kimberly D. Tanner. “A substantial body of literature has highlighted many factors that impede faculty change, the most common of which are a lack of training, time, and incentives. However, there may be other barriers—unacknowledged and unexamined barriers—that might prove to be equally important….Our primary goal in this article is to raise the following question: Will addressing training, time, and incentives be sufficient to achieve widespread pedagogical change in undergraduate biology education, or will modifying our professional identity also be necessary?”
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