Teaching in the Age of AI: Perspectives From Public Affairs Faculty

As generative artificial intelligence (GenAI) becomes embedded in public sector work, understanding how public affairs faculty engage with it in the classroom is increasingly urgent. This study examines GenAI adoption among faculty at NASPAA-accredited institutions using a 20-question survey. Just over half of respondents (52%) used AI in at least one classroom preparation domain; assignment development was most common (47%) and exam writing least (16%). Most faculty (83.5%) included an AI policy in their syllabi, though only one-third prohibited student use. Gender was not significantly associated with any outcome. Age was a more consistent predictor: mid-career faculty reported the highest adoption, while older faculty, though less likely to use AI themselves, were more willing to permit student use, suggesting a pragmatic orientation toward workforce preparation. Faculty perceived a skeptical peer environment, though this likely overstates the actual level of consensus.