Abstract: In their rapid advancement, generative AI technologies have the potential to shape in radical ways both academic research and pedagogical practices. With any such sea change inevitably comes analysis. During late 2023 and early 2024 at Georgia College & State University (GCSU), a newly formed group named the AI Task Force as well as a workshop run by the university's Center for Teaching and Learning found that faculty members were very concerned about the accuracy of AI-generated materials and academic integrity while, at the same, desired more education on and access to GenAI. Then, over the ensuing 2024–2025 school year, the authors of this article built on such efforts by using a survey to profile not just the attitudes but the emerging practices of GCSU faculty members (primarily, those in the English Department) in how they are now using GenAI, how they see their colleagues using it, what policies they (and their departments) are developing, and what specific other resources and support they need.
Pucker et al. (Wed,) studied this question.
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