GenAI integration: other emerging themes
| Theme | Categories |
|---|---|
| Integrating GenAI in Work | Effective strategies at work |
| In department-level collaboration | |
| As administrator | |
| As counsellor | |
| Challenges Using GenAI | More difficult to assess student learning |
| Embedded biases in AI | |
| Typical machine-style responses | |
| Hallucinations | |
| Ensuring ethical use of AI | |
| Check accuracy for AI generated information | |
| Lessons Learned | Use it with strategy |
| AI integration useful for some courses but not others | |
| GenAI may become “beyond a tool” | |
| Emphasize ethical use | |
| Check accuracy of all AI-generated information | |
| Faculty need to be open to AI | |
| PD to learn to use and “teach AI” | |
| Encourage both faculty and students to learn to use it | |
| Difficult for faculty to keep up with rapid advances |
| Theme | Categories |
|---|---|
| Integrating GenAI in Work | Effective strategies at work |
| In department-level collaboration | |
| As administrator | |
| As counsellor | |
| Challenges Using GenAI | More difficult to assess student learning |
| Embedded biases in AI | |
| Typical machine-style responses | |
| Hallucinations | |
| Ensuring ethical use of AI | |
| Check accuracy for AI generated information | |
| Lessons Learned | Use it with strategy |
| AI integration useful for some courses but not others | |
| GenAI may become “beyond a tool” | |
| Emphasize ethical use | |
| Check accuracy of all AI-generated information | |
| Faculty need to be open to AI | |
| PD to learn to use and “teach AI” | |
| Encourage both faculty and students to learn to use it | |
| Difficult for faculty to keep up with rapid advances |
Note(s): All eight interviewees reported being users of GenAI
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