Rapid Response Faculty Development on Generative AI: Addressing Moments of Learning Need through Workshops, Institutes, and Certificates

Concurrent Session 7
Leadership

Brief Abstract

Integrating AI technology into university culture requires a certain level of risk-taking and commitment and a center for teaching and learning plays a crucial role for the campus. ​​We share how our Center for Teaching and Learning at the University of North Carolina at Charlotte launched a rapid response strategy to build and launch a stream of faculty development programs in rapid fire such as (1) an AI summer institute, (2) a professional certificate on generative AI, (3) faculty workshops on AI awareness and prompt engineering, and (4) online resources and templates. 

 

Presenters

Lead Presenter: Kiran Budhrani, University of North Carolina at Charlotte

Co-presenter: Jordan Register, University of North Carolina at Charlotte

Co-presenter: Rebecca Burry, University of North Carolina Charlotte

Dr. Rebecca Burry is an Instructional Designer and Technologist in the Center for Teaching and Learning at the University of North Carolina Charlotte. With 18 years of experience in education, she has gained extensive knowledge and skills in instructional technology and STEM education. She is highly skilled in curriculum development, promoting innovation and change, effective collaboration, and is passionate about building professional connections to support staff and students at UNC Charlotte. She is committed to providing well balanced, supportive, and engaging learning environments that meet or exceed the expectations of campus faculty and staff. In addition to her professional achievements, Rebecca is also involved in supporting the integration of educational technology in North Carolina K-12 Public Schools. She was a member of the team that constructed the North Carolina Technology Plan that provides data, action steps, and metrics for NC’s Digital Learning Initiative. She holds an Ed.D in Educational Technology Leadership from Appalachian State University with research interests in equitable representation in technology opportunities, asset-based pedagogy, and instructional design. She also holds a Masters in Instructional Technology with a specialization in Computer Education from Appalachian State University and a B.A. in Elementary Education from the University of South Carolina. Rebecca is constantly seeking new opportunities to learn and grow in her field.

Co-presenter: Heidi Echols, University of North Carolina at Charlotte

Co-presenter: Aubrey Harrison, University of North Carolina at Charlotte

Co-presenter: Jules Keith-Le, University of North Carolina at Charlotte

Jules Keith-Le, Ed.D. is a Faculty Development Specialist with the Center for Teaching and Learning (CTL). Jules has been working as an educator for over 20 years and has varied experience in the public and private sector. Prior to joining the CTL, she served UNC Charlotte for 5 years as an Instructional Design & Training Specialist in the Learning and Organizational Development Department. She has been an instructor at The University of South Florida, Santa Fe College, and for Alachua County Public Schools. She spent 5-years in the private sector as an Instructional Designer for the award-winning energy and software development company, Infinite Energy. Jules holds industry specialist certifications in: Instructional Design from Langevin Learning; Project Management for Instructional Designers from Online Learning Consortium (OLC); Business Analysis from Pierson Requirements Group; 7 Habits of Highly Effective People & Leading at the Speed of Trust facilitator from Franklin Covey; Targeted Selection Interview trainer and Workforce Development programs facilitator from Developmental Dimensions International (DDI). Jules is a certified practitioner of Myers Briggs Type Indicator (MBTI), the DiSC assessment, and is an Information Mapping professional. Jules is also a certified North Carolina State Equal Employment Opportunity & Diversity Fundamentals facilitator. Jules earned her doctorate in Educational Leadership from The University of North Carolina at Charlotte. In addition, she holds a Master of Fine Arts from the University of Florida at Gainesville, a Graduate Certificate in Instructional Systems Technology from the University of North Carolina at Charlotte, and a Bachelor of Science in Technology with a minor in Communications from Appalachian State University. She serves on the board for the UNC BRIDGES Academic Leadership for Women program and is a member of the UNC Faculty Academic Developers Consortium.

Extended Abstract

A Mix of Fear and Excitement for Generative AI

The complex issues surrounding generative AI in education are crucial and need to be carefully weighed on the benefits and challenges to make informed decisions about incorporating AI tools into the curriculum. Integrating generative AI in higher education has sparked mixed discussions about the potential gains and drawbacks of this technology. ​​Faculty members have both fears and excitement about Generative AI, depending on their background, experience, and level of familiarity with the technology.

Excitement is linked to the benefits which include more personalized and efficient learning experiences, AI-assisted teaching and learning, and increased accessibility to well-synthesized information. One of the biggest benefits of Generative AI in education is the potential to enhance student learning outcomes by providing personalized learning experiences and real-time feedback. Generative AI can help faculty save time and streamline administrative tasks, allowing them to focus more on teaching and research. Faculty may feel excited about the potential of Generative AI to prepare students for the job market by providing them with the skills and knowledge needed to work in industries that use AI. Generative AI can provide opportunities for faculty to collaborate with colleagues and experts in other fields, leading to new research opportunities and interdisciplinary partnerships.

Fears and challenges, on the other hand, center on privacy concerns, ethical considerations and the potential for AI systems to preserve existing biases. Faculty also think about how generative AI may drive the replacement of jobs, the increasing automation of education, and its potential for misuse. Faculty members who are not familiar with Generative AI may feel intimidated or overwhelmed by the technology, leading to a fear of not being able to keep up with advancements in the field. As a result, faculty may be resistant to embrace new technologies and teaching methods with AI, particularly worry about the technical challenges of using very new and evolving generative AI tools. Whether it be a mix of fears and excitement, the use of AI technology in education is rapidly evolving and is here to stay. 

Rapid Response at Moments of Learning Need  

Our faculty development team at the Center for Teaching and Learning at the University of North Carolina at Charlotte recognized that we needed to adapt quickly to keep up with the latest developments and support faculty through their waves of uncertainty so that they can be equipped with the necessary knowledge, skills, and competencies in generative AI. We utilized a rapid response strategy to build and launch a stream of faculty development programs in rapid fire such as: 

(1) AI Summer institute

(2) Professional certificate on generative AI

(3) Faculty workshops on prompt engineering, student study skills and writing skills in the age of AI,

(4) Online resources and templates

These decisions were guided by early survey data gathered that reflected beginner (83%) and intermediate (17%) skill levels of faculty use of ChatGPT in teaching. While there were challenges associated with developing and implementing such programs, the benefits were significant for faculty preparation, mindsetting, and culture development.

Lessons Learned 

We share our lessons learned as well as challenges from rapid response faculty development strategies on the following themes:

  1. Timing Matters: Catching the Wave of Innovation at the Right Time  

  2. Rapid Response and Risk-Taking from a Center for Teaching and Learning

  3. Innovating within the Intersections of Technological-Pedagogical-Content Knowledge

  4. Creating a Culture of Innovation and Experimentation

  5. Seeding Research Opportunities 

  6. Fostering Interdisciplinary Collaboration 

  7. Promoting Communication, Transparency, and Accountability

  8. Developing Team-Based Expertise and Knowledge Sharing

Participation: We invite participants into a guided, interactive conversation with visual facilitation through a digital whiteboard canvas to capture and share ideas from the session.