Live on Zoom

November 11th, 2026 | 1 PM ET

What Faculty Are Telling Us About AI in Higher Education

Faculty are already redesigning assessments, navigating new workload demands, and making consequential decisions about how AI belongs in teaching and scholarship. What can institutions learn from their experience?

Join NCFDD for an evidence-led panel discussion examining what faculty perspectives reveal about AI’s impact on student learning, faculty work, and institutional decision-making.

Faculty are adapting. Institutional support is still catching up.

Conversations about AI in higher education often begin with academic integrity. For faculty, however, the implications extend much further.

Instructors are reconsidering what students should learn, how expertise should be demonstrated, and where human judgment remains essential. They are also revising assessments, responding to changing expectations, and absorbing new work as AI tools continue to evolve.

Drawing on NCFDD’s survey of 1,659 faculty members and academic administrators, this panel will explore what those experiences mean for faculty and for the institutions working to support them.

What the Data Reveals

86.9% of respondents have changed at least one assessment practice.

64.9% describe AI as one more burden on an already full plate.

6.6% say AI-related expectations are consistent across their institution.

Source: NCFDD, Faculty Perspectives on AI Survey Report, 2026. Item response bases vary.

What We’ll Explore

During this discussion, panelists will examine:

• How AI is changing what faculty assess and how they make student learning visible
• Where AI is reducing workload and where it is creating additional demands
• Why confidence using AI can coexist with serious concerns about learning, ethics, and scholarly judgment
• How disciplinary differences shape faculty experiences and responses
• What faculty-centered institutional guidance, professional development, and governance can look like

Why This Conversation Matters

Faculty are already making decisions about AI at the course and department levels. Yet many are doing so without consistent expectations, adequate time, or sustained opportunities to learn with colleagues.

A durable institutional response will require more than encouraging adoption or issuing a single policy. It will require shared principles, room for disciplinary judgment, meaningful faculty participation, and support that evolves as the technology changes.

This webinar will give participants a clearer understanding of what faculty are experiencing and a practical framework for continuing the conversation on their campuses.

Who Should Attend

This discussion is designed for:

• Provosts, deans, and academic administrators
• Faculty-affairs and faculty-development leaders
• Department chairs and faculty leaders
• Teaching and learning professionals
• Faculty helping shape institutional AI policies and practices

Facilitator: 

Lisa Hanasono, PhD,  is a professor in the School of Media and Communication and an affiliated faculty member of the American Culture Studies Program and Women’s, Gender and Sexuality Studies Program at Bowling Green State University (BGSU). Her research focuses on faculty development, diversity, equity, and inclusion. Prior to becoming the NCFDD’s Academic Director of Training and Content, as well as NCFDD Campus Workshop Facilitator and Faculty Success Program Coach, she dedicated over 10 years to developing and delivering professional development workshops in higher education. She has published numerous journal articles and book chapters, and she is a Co-PI of a nearly one million dollar NSF ADVANCE grant that examines how inclusive leadership, allyship, and institutional change can reduce social biases, increase inclusivity, and support the career advancement of women faculty and faculty of color in STEM. In addition to her work with the NCFDD and BGSU, Lisa enjoys spending quality time with her partner and kids, traveling, going to Broadway musicals, and horseback riding.

Panelists:

José Antonio Bowen, PhD, has been a leader and pioneer in higher education innovation for over 40 years, serving as a dean at Miami University and SMU, and as President of Goucher College. A Stanford-trained scholar and former Fulbright recipient, he has authored over 100 articles and several acclaimed books on pedagogy, including Teaching Naked and his latest co-authored guide, Teaching with AI: A Practical Guide to a New Era of Human Learning (2024). Beyond academia, he leads the Bowen Innovation Group, consulting for Fortune 500 companies and presenting keynotes at over 400 campuses worldwide.

Geetanjali Datta, MPH, ScD, is the Founder and Principal Researcher at Sagebrook Research and previously an Associate Professor of Biomedical Sciences at Cedars-Sinai Medical Center. With extensive experience in epidemiology, public health, and health equity, her work focuses on evaluating systemic disparities, policy impacts, and population health outcomes. A prolific researcher, Dr. Datta has authored numerous peer-reviewed studies on cancer screening, social determinants of health, and structural health inequities. Through Sagebrook Research, she partners with institutions and organizations to drive data-informed strategies that advance health equity and evidence-based policy.

Marlene Shaw-Gallagher, MS, PA-C, is an Associate Professor and Lead Clinical Coordinator in the Physician Assistant Program at the University of Detroit Mercy. An alumna of the university, she brings extensive clinical experience in internal medicine, interventional radiology, and nephrology. Her research focuses on chronic kidney disease prevention and implementation science, backed by grant funding from the National Kidney Foundation, where she also serves as chair for their national spring clinical meetings. Currently pursuing her Ph.D. in Health Infrastructures & Learning Systems at the University of Michigan Medical School, she is dedicated to advancing clinical education and evidence-based patient care.