Relevance of Fostering a Positive Adoption of AI in Higher Education

Peter Shea, Director of Professional Development for higher education, Middlesex Community College

Peter Shea, Director of Professional Development for higher education, Middlesex Community College

Peter Shea, as the Director of Professional Development for higher education at Middlesex Community College, advocates for continuous development and innovation. Shea’s contributions to AI education include the creation of the first open educational resource collection for inclusive pedagogy in Massachusetts community colleges. His influence in the field is evident through his co-editorial role in the book, “Transforming Digital Learning and Assessment: A Guide to Available and Emerging Practices and Building Institutional Consensus.” His work consistently underscores his commitment to fostering an innovative environment in AI education.

What are some of your key roles and responsibilities in your organization?

I identify myself as a ‘learning professional’, a term that encapsulates the diverse roles I’ve taken on. These include being an instructor, working as a learning designer, and my current role as the Director of Professional Development for higher education personnel in my college. Each role is interconnected and collectively contributes to my overall role as a learning professional.

What are the challenges that leaders face when it comes to the adoption of AI?

I would say the first challenge is not so much about adoption, but rather about reducing resistance to AI. It has generated more concern and anxiety than any other technology since the onset of the internet. This is not just another application, but a significant evolutionary stage in technology that can be disruptive, especially in fields like education which are inherently conservative.

Involvement in AI for several years has led to my preparedness for its emergence. I readily discuss this with the faculty based on my understanding of their culture. Moreover, these strategies are shared with colleagues who are also fostering positive AI adoption on their campuses. The goal is to navigate the changes brought about by AI and promote its positive adoption.

What are the strategies that you have implemented towards the adoption of AI?

Firstly, dialogue is encouraged, emphasizing the importance of open conversation among faculty members to process new information about AI. The aim is to foster an environment where faculty members feel heard before offering a perspective. I often remind my colleagues about the advent of the internet and how higher education institutions failed to handle it well, urging them not to repeat the same mistake with AI.

“Embracing the reality of AI and developing a new learning framework has become the need of the hour. Its challenges aren’t just about technology but about fostering understanding, prevent false allegations, and respect cultural diversity.”

Secondly, I appeal to self-interest, suggesting that adopting AI tools can help faculty members reduce their workload. By presenting AI as an already available solution, it serves as a counterpoint to the faculty’s workload complaints.

Lastly, the promotion of AI literacy is a key focus. I acknowledged that students may be hesitant to use AI due to concerns about misuse. However, the fact that AI is already integrated into tools like Google Docs and Microsoft Office makes it unavoidable. Therefore, it is important to emphasize on AI literacy and define its parameters and usage guidelines.

What strategies can be implemented to train staff in using AI tools and technologies to optimize teaching or administrative processes?

I suggest showing the staff well-written guidelines on AI use. For example, Google documents compiled by one of my colleagues contain around 100 samples of college policies related to AI. These documents can help staff understand and develop their own policies and guidelines.

I also emphasize the importance of demonstrating AI tools to faculty. This is done in partnership with one of my colleague, who is both a college instructor and an AI scientist. He demonstrates customizable functions of AI, such as a tool that provides immediate feedback on student work. These demonstrations help faculty see the concrete value of AI in their work.

What factors should be considered for ethical AI use policies to foster responsible AI adoption in institutions?

The emphasis is on the importance of protecting student information. Anyone using AI should be principled about safeguarding any identifying information that could be shared into a public database.

I also stress on the need for transparency in how AI is used in teaching. If an AI tool is used specifically on student work, they should be made aware and given the option to opt out, providing them with a sense of agency.

What would be your piece of advice to your fellow peers?

I strongly advocate for the proactive incorporation of AI into higher education. This could be done by setting up informed discussions about AI, ensuring that these conversations are grounded in fact rather than rumor.

I recommend inviting AI experts for practical demonstrations and share success stories of educators using AI. It should be encouraged to challenge complacency, discard outdated rules, and making an effort to study effective use AI tools.

I would also encourage active experimentation and collaboration with other campuses engaged in similar work. This approach will be the best way to serve students and successfully integrate AI into higher education.