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GenAI in Course Materials: Faculty Use and Perceptions

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Title: GenAI in Course Materials: Faculty Use and Perceptions
Language: English
Authors: Fawzi BenMessaoud, Ryan Brewer, Andre Buchenot, Kevin Jones, Krista Longtin, Lamia Scherzinger
Source: Journal of Teaching and Learning with Technology. 2025 14:213-224.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/jotlt
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Research Universities, College Faculty, Teacher Attitudes, Teaching Methods, Technology Uses in Education, Public Colleges, Instructional Materials, Educational Practices
Geographic Terms: Indiana (Indianapolis)
ISSN: 2165-2554
Abstract: As generative artificial intelligence (GenAI) becomes increasingly relevant in higher education, faculty face growing pressure to integrate it ethically and effectively into teaching. While students are already using GenAI and seek faculty guidance, course materials often lack clear policies or instructional support. This study surveyed faculty and analyzed syllabi at a large public Midwestern research university to examine how GenAI is addressed in instruction. Findings reveal that faculty generally view GenAI as a potentially useful learning tool but report limited institutional guidance and inconsistent classroom practices. Despite some departmental efforts to establish GenAI policies, consensus on best practices is lacking. These results underscore the need for clearer institutional frameworks and faculty development to support ethical, pedagogically sound use of GenAI.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494985
Database: ERIC
FullText Text:
  Availability: 0
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  Data: GenAI in Course Materials: Faculty Use and Perceptions
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning+with+Technology%22"><i>Journal of Teaching and Learning with Technology</i></searchLink>. 2025 14:213-224.
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/jotlt
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  Data: 2165-2554
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  Data: As generative artificial intelligence (GenAI) becomes increasingly relevant in higher education, faculty face growing pressure to integrate it ethically and effectively into teaching. While students are already using GenAI and seek faculty guidance, course materials often lack clear policies or instructional support. This study surveyed faculty and analyzed syllabi at a large public Midwestern research university to examine how GenAI is addressed in instruction. Findings reveal that faculty generally view GenAI as a potentially useful learning tool but report limited institutional guidance and inconsistent classroom practices. Despite some departmental efforts to establish GenAI policies, consensus on best practices is lacking. These results underscore the need for clearer institutional frameworks and faculty development to support ethical, pedagogically sound use of GenAI.
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      – Text: English
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        PageCount: 12
        StartPage: 213
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      – SubjectFull: Research Universities
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      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Indiana (Indianapolis)
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