5.2: What We Learned
- Page ID
- 69827
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The first year did not produce sweeping transformation. It produced smaller changes that began to shift the campus climate.
- Cross-disciplinary conversation. Faculty who rarely talked about teaching started talking about AI. A paramedic instructor, an English professor, and a librarian comparing notes on student AI use.
- Distributed leadership. Participants took on informal roles: circulating resources, mentoring colleagues, presenting at regional events.
- Clearer policies. Even cautious faculty revised their syllabus language to be more explicit. Others redesigned at least one assignment.
- A different tone. The campus conversation moved from panic and prohibition toward something steadier. Less “how do we stop this” and more “what do we actually want students to be able to do.” Not consensus, we still disagree, but a shared vocabulary for disagreeing well.
What We Would Do Differently
- Earlier and broader recruitment. Some faculty who might have joined did not hear about it until it was underway.
- More dedicated CTE time. CTE faculty participated throughout, but their concerns deserved more focused attention and discipline-specific sessions.
- Clearer signals about success. Some participants were unsure whether their contributions counted.
- Better documentation of what worked in specific disciplines.