Teach the Future Now: How Generative AI is Reshaping the College Classroom and Higher Education

Dr. Wanda White-Walker, Director of Teaching and Learning-Center for Innovative and Transformative Instruction (CITI), Winston-Salem State University

Dr. Wanda White-Walker demonstrated executive leadership in organizational management, learning and development, and digital instructional solutions. Skilled in traditional and virtual strategic planning, instructional design, and delivery. Exceptional abilities in partnership development and grant proposal writing, with over $6.5 million in funding secured to date. Experienced in project management within corporate and higher education settings. Former background in sales, specifically in pharmaceutical sales and as an independent owner of an insurance agency.

In an exclusive interview with Education Technology Insights, she shared invaluable insights on how Generative AI is transforming higher education, demanding that educators embrace ethical integration, foster critical thinking, and prepare students to partner with technology for future-ready learning.

Abstract:

As generative artificial intelligence (AI) tools rapidly evolve, higher education faces the urgent task of redefining teaching and learning practices. This article examines the shifting perceptions of AI among faculty, students, and staff, highlighting both the excitement surrounding its potential and the concerns tied to ethics, originality, and pedagogy. Through the lens of recent faculty development initiatives at Winston-Salem State University, the discussion emphasizes the need for intentional integration of AI into academic practice. Rather than resisting change, educators must lead the way in modeling ethical use, fostering critical engagement, and preparing students for a future where AI is not a replacement, but a powerful partner in learning.

Keywords:

artificial intelligence, higher education, generative AI, faculty development, academic integrity, innovation in teaching, pedagogy, educational technology

Introduction:

The last two years have taught higher education a valuable lesson that the momentum of artificial intelligence tools is accelerating at a high rate. Colleges and universities everywhere are facing the issue of addressing ways to use these tools and find a middle ground that makes everyone (students, faculty, staff, and administrators) happy. Many of the concerns center around academic dishonesty, plagiarism using the tools, and how the tools could potentially change the way we teach and learn in higher education. To answer the latter question, AI will change how teaching and learning is done in the future.

What I have learned is when we hear the words “Artificial Intelligence,” most people either do one of two things: Smile with delight and excitement or cringe with doubt or fear. The type of teaching discipline or content area usually impacts the reaction. Most in corporate areas or Information Technology driven fields are the ones smiling at the possibilities. Often times, educators are the ones cringing in doubt or even fear when we really should be on the front lines preparing students how to use the tools ethically.

Perceptions on College and University Campuses: Past and Present:

If anyone were to walk around a university campus and ask faculty, staff, and students their perceptions of generative artificial intelligence, the answers would range in differences. There would be those who have positive support and outlook of the creative and innovative potential to enhance teaching and learning, and others who would have the concerns for safety, data privacy, ethics, and issues around students’ originality in learning. One consistent comment expressed would be the onset of generative AI is here, and it is only going to grow more as a part of our society and in the fabric of education.

“Generative AI isn’t replacing educators; it’s empowering them to design future-ready classrooms, foster ethical innovation, and create deeper, more personalized learning experiences for every student”

In prior generations, we were trained in a very “Socratic with a hint of Aristotle” university educational and value system that hinges on honor and ethics of “do your own work,” “cite your sources,” and in cases where you can “be creative” (your OWN creativity). Using the work of others, in anyway, was just not acceptable.

So, now we have a whole new generation of thought leaders saying, “YES, let’s use other people’s work, specifically from an artificial intelligence tool!” Not only that, let’s generate it quickly and assume its accuracy. Finally, we are even co-signing to the idea that once it is generated, we can use that information and NOT think about how our answers could have been better or more original. In the words of my eleventh grade English teacher, “you can’t take someone else’s ideas as your own,” but this is no longer a big deal in corporations, business and industry, journalism, and even legal and medical fields. (Disclaimer: Generative AI is not taking someone else’s ideas but rather gets information from online data sets, online repositories, and other open web sources) I do understand the heightened fear of the unknown of such tools. Questions such as: How much is enough? How do I grade it? How do I teach it? Why should I teach it? Where is the information really coming from? Is it accurate? Am I really teaching when you have generated responses?

From a Faculty Development Perspective:

Recently, our faculty development center, The Center for Innovative and Transformative Instruction (CITI) at Winston-Salem State University held a faculty symposium and titled it "Back to the Future with AI”. This title is more than just a catchy throwback from a 1980’s movie. It is a bold invitation to reimagine the possibilities of teaching and learning in an era where technology is not just a tool but rather it is a partner in our steps to educate the future scholars of the world.

In looking at the possibilities, artificial intelligence is no longer a concept confined to science fiction. It is here! It is evolving! And most importantly, it is ready to support us in delivering deeper, more personalized, and more inclusive educational experiences for our students. Educators must also understand that it is a timesaver on tasks that take us away from personal interactions with our students for relationship building, which we know is a KEY contributor to student success and higher graduation rates.

Here are several facts we know as educators:

• Students know about Generative AI and are intrigued by it.

• Students will use Generative AI whether we as educators understand it, like it or not like it.

• Some are calling it “disruptive technology,” but we have forgotten that we have seen other “disruptive technology” in the past and learned to engage students with it. (Internet, Google, smart phones, Wikipedia, and even calculators for those of us who go back)

• AI is only going to get bigger, better, and more accessible at every level.

• More professional development for faculty is needed soon on this topic. According to EdSurge (2023), “Bridging that gap, and easing fears, will lie in getting educators acquainted with AI a training need underscored by the fact that 96 percent of the 1,000 educators that Clever surveyed said they have not received professional development on the topic.”

Conclusion:

I have been around education long enough to know that when innovative technology comes, we must embrace it, learn it, co-exist with it, and teach students the best ways to ethically use it. Decisions to launch artificial intelligence integration into curricula on campuses are not just about providing the tools, but it also includes providing the resources, training, development, and support to sustain the faculty, students, and staff who begin to actively use it. As higher education embarks on the AI journey, do not be afraid to ask questions, to experiment with new ideas and tools, and to envision how these innovations can elevate classroom teaching and empower our students. Guess what? It will also save your precious time as a scholar, researcher, innovator, and educator. So, let’s buckle up, lean in, and boldly go where no syllabus has gone before. Our future is not something we wait for; it is something we design. With generative AI as a partner, not the substitution, the possibilities are limitless.

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