AI Beliefs and Practices in Community College Classrooms
Saved in:
| Title: | AI Beliefs and Practices in Community College Classrooms |
|---|---|
| Language: | English |
| Authors: | Julie Eng, Heather Umphlett, Jocelyn Gilchrist, Alicia Howell, Mary Ann Howell, Wendy Miller-Edwards, Laurel Pope |
| Source: | Inquiry: The Journal of the Virginia Community Colleges. 2025 28(1). |
| Availability: | Virginia Community College System. e-mail: info@vccs.edu; Web site: https://commons.vccs.edu/inquiry/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Artificial Intelligence, Community Colleges, Educational Practices, Technology Uses in Education, Educational Technology, Teacher Attitudes, Work Environment |
| Geographic Terms: | Virginia |
| ISSN: | 2832-2649 2832-2630 |
| Abstract: | The country, the Commonwealth of Virginia, and Virginia Community College System initiatives all promote generative AI within education. It is a topic of great concern and interest for higher education instructors, yet at the same time many faculty members feel uncertain about effectively integrating it into class material. To further add pressure to the AI explosion, community colleges particularly face a responsibility to prepare their students for success in this new AI-focused environment. In this article, seven faculty members from Camp Community College discuss the implications of generative AI programs, including subscriptions and chatbots, within their particular courses and how it is affecting those in the workforce careers associated with their fields. In addition, they reflect on challenges and benefits with various AI programs and the overall artificial intelligence effect upon education. Ultimately, the authors advocate for support and balance, preserving faculty autonomy and equipping students with the needed skills for the changing work environment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468158 |
| Database: | ERIC |
| Abstract: | The country, the Commonwealth of Virginia, and Virginia Community College System initiatives all promote generative AI within education. It is a topic of great concern and interest for higher education instructors, yet at the same time many faculty members feel uncertain about effectively integrating it into class material. To further add pressure to the AI explosion, community colleges particularly face a responsibility to prepare their students for success in this new AI-focused environment. In this article, seven faculty members from Camp Community College discuss the implications of generative AI programs, including subscriptions and chatbots, within their particular courses and how it is affecting those in the workforce careers associated with their fields. In addition, they reflect on challenges and benefits with various AI programs and the overall artificial intelligence effect upon education. Ultimately, the authors advocate for support and balance, preserving faculty autonomy and equipping students with the needed skills for the changing work environment. |
|---|---|
| ISSN: | 2832-2649 2832-2630 |
