Abstract
This paper provides an overview of a needs assessment study conducted in higher education to address the impact of generative AI, specifically ChatGPT, on faculty development and instructional strategies. The study acknowledges the disruptive effect of AI on academia and the varying responses from faculty members. It emphasizes the importance of equipping educators with the necessary knowledge and skills to effectively integrate generative AI into their teaching practices. The results of the needs assessment reveal various factors contributing to performance gaps, including policy and budget, knowledge, skills, competencies, information, and technological tools. The study suggests that faculty members need support in understanding the scope and implications of AI and AI-driven content creation, assessment, and personalized learning.
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Appendix A
Appendix A
Interview Questions
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1.
What strategies have you used to incorporate AI technologies in your classes?
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2.
What concerns do you have regarding the use of AI technologies in coursework?
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3.
What additional resources would you like to have to learn more about how to incorporate AI technologies specifically, ChatGPT, in your classes?
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4.
What strategies are students using to learn about AI technologies?
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5.
What types of faculty development and/or support would you like to help learn more about AI technologies as they relate to instruction?
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6.
What ethical and moral challenges have presented during interactions with ChatGPT?
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Mathew, R., Stefaniak, J.E. A Needs Assessment to Support Faculty Members’ Awareness of Generative AI Technologies to Support Instruction. TechTrends (2024). https://doi.org/10.1007/s11528-024-00964-z
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DOI: https://doi.org/10.1007/s11528-024-00964-z