Date
Publisher
arXiv
Generative AI is reshaping higher education, yet research has focused largely
on students, while instructors remain understudied despite their central role
in mediating adoption and modeling responsible use. We present the \textit{AI
Academy}, a faculty development program that combined AI exploration with
pedagogical reflection and peer learning. Rather than a course evaluated for
outcomes, the Academy provided a setting to study how instructors build AI
literacies in relation to tools, policies, peer practices, and institutional
supports. We studied 25 instructors through pre/post surveys, learning logs,
and facilitator interviews. Findings show AI literacy gains alongside new
insights. We position instructors as designers of responsible AI practices and
contribute a replicable program model, a co-constructed survey instrument, and
design insights for professional development that adapts to evolving tools and
fosters ethical discussion.
What is the application?
Who is the user?
Who age?
Why use AI?
Study design
