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AI-Driven Faculty Development in an Embedded Community College Model: Balancing Tradition, Innovation, and Inclusivity at UDC

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Title: AI-Driven Faculty Development in an Embedded Community College Model: Balancing Tradition, Innovation, and Inclusivity at UDC
Language: English
Authors: Peter Michael Plourde (ORCID 0000-0002-0200-2259)
Source: New Directions for Community Colleges. 2026 (213):79-84.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 6
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Artificial Intelligence, Technology Uses in Education, Faculty Development, Community Colleges, College Faculty, Black Colleges, Land Grant Universities, Demonstration Programs, Digital Literacy, Ethical Instruction, Supplementary Education, Urban Universities
Geographic Terms: District of Columbia
DOI: 10.1002/cc.70044
ISSN: 0194-3081
1536-0733
Abstract: This reflective analysis examines faculty development challenges and opportunities at the University of the District of Columbia (UDC), a public HBCU and the only urban land-grant institution in the United States. As UDC advances a unified "One UDC" vision, the institution is repositioning itself as a flagship university while integrating instruction across multiple locations, including its embedded community college (UDC-CC), where nearly half of the student population is enrolled. This institutional structure necessitates a coordinated approach to faculty development that supports equity, instructional consistency, and student success across campuses. Drawing on practice-informed initiatives, the paper describes how AI-infused faculty development, including live, performative demonstrations using VerseBot, a custom instructional AI persona built on ChatGPT, addresses faculty concerns related to teaching effectiveness, student engagement, academic integrity, and resource disparities. Embedding AI literacy and ethical guidance within first-year coursework, alongside structured professional development such as Association of College and University Educators (ACUE) certification, positions AI as a supportive instructional resource rather than a substitute for pedagogy. By situating AI integration within a layered faculty development model that combines policy alignment, culturally responsive practice, and hands-on experimentation, this paper offers transferable insights for urban-serving universities and community colleges seeking to leverage emerging technologies while upholding commitments to access, equity, and academic rigor.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498404
Database: ERIC
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  Data: AI-Driven Faculty Development in an Embedded Community College Model: Balancing Tradition, Innovation, and Inclusivity at UDC
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  Data: <searchLink fieldCode="SO" term="%22New+Directions+for+Community+Colleges%22"><i>New Directions for Community Colleges</i></searchLink>. 2026 (213):79-84.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This reflective analysis examines faculty development challenges and opportunities at the University of the District of Columbia (UDC), a public HBCU and the only urban land-grant institution in the United States. As UDC advances a unified "One UDC" vision, the institution is repositioning itself as a flagship university while integrating instruction across multiple locations, including its embedded community college (UDC-CC), where nearly half of the student population is enrolled. This institutional structure necessitates a coordinated approach to faculty development that supports equity, instructional consistency, and student success across campuses. Drawing on practice-informed initiatives, the paper describes how AI-infused faculty development, including live, performative demonstrations using VerseBot, a custom instructional AI persona built on ChatGPT, addresses faculty concerns related to teaching effectiveness, student engagement, academic integrity, and resource disparities. Embedding AI literacy and ethical guidance within first-year coursework, alongside structured professional development such as Association of College and University Educators (ACUE) certification, positions AI as a supportive instructional resource rather than a substitute for pedagogy. By situating AI integration within a layered faculty development model that combines policy alignment, culturally responsive practice, and hands-on experimentation, this paper offers transferable insights for urban-serving universities and community colleges seeking to leverage emerging technologies while upholding commitments to access, equity, and academic rigor.
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