From GenAI Experimentation to Integration
TL;DR
It is concluded that generative AI adoption is less of a ready-made solution and more of a catalyst that can lead faculty and staff to reexamine teaching, assessment, and institutional evidence-gathering in the age of generative AI.
Abstract
This article presents five vignettes that explore how faculty and staff integrated generative artificial intelligence (GenAI) into teaching, learning, and institutional assessment practices within one university college. Drawing on independent efforts in course design, student engagement, formative and summative assessment, and institutional reporting, these vignettes trace a collective shift from isolated instructor-level experimentation to more purposeful integrated practice. A consistent pattern emerged across varying contexts. Faculty and staff who clearly defined the boundaries of AI integration as specific, disclosed moments and paired that boundary with a documentation or reflection mechanism were able to preserve human judgment as the object of evaluation even as GenAI tools produced increasingly capable output. These vignettes describe their efforts to integrate and explore GenAI and illustrate how it evolved organically at the individual level to address their specific needs. The article concludes that generative AI adoption is less of a ready-made solution and more of a catalyst that can lead faculty and staff to reexamine teaching, assessment, and institutional evidence-gathering in the age of generative AI.