AI-Driven Faculty Development in an Embedded Community College Model: Balancing Tradition, Innovation, and Inclusivity at UDC
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| Title: | AI-Driven Faculty Development in an Embedded Community College Model: Balancing Tradition, Innovation, and Inclusivity at UDC |
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| Language: | English |
| Authors: | Peter Michael Plourde (ORCID |
| Source: | New Directions for Community Colleges. 2026 (213):79-84. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Faculty Development, Community Colleges, College Faculty, Black Colleges, Land Grant Universities, Demonstration Programs, Digital Literacy, Ethical Instruction, Supplementary Education, Urban Universities |
| Geographic Terms: | District of Columbia |
| DOI: | 10.1002/cc.70044 |
| ISSN: | 0194-3081 1536-0733 |
| Abstract: | This reflective analysis examines faculty development challenges and opportunities at the University of the District of Columbia (UDC), a public HBCU and the only urban land-grant institution in the United States. As UDC advances a unified "One UDC" vision, the institution is repositioning itself as a flagship university while integrating instruction across multiple locations, including its embedded community college (UDC-CC), where nearly half of the student population is enrolled. This institutional structure necessitates a coordinated approach to faculty development that supports equity, instructional consistency, and student success across campuses. Drawing on practice-informed initiatives, the paper describes how AI-infused faculty development, including live, performative demonstrations using VerseBot, a custom instructional AI persona built on ChatGPT, addresses faculty concerns related to teaching effectiveness, student engagement, academic integrity, and resource disparities. Embedding AI literacy and ethical guidance within first-year coursework, alongside structured professional development such as Association of College and University Educators (ACUE) certification, positions AI as a supportive instructional resource rather than a substitute for pedagogy. By situating AI integration within a layered faculty development model that combines policy alignment, culturally responsive practice, and hands-on experimentation, this paper offers transferable insights for urban-serving universities and community colleges seeking to leverage emerging technologies while upholding commitments to access, equity, and academic rigor. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498404 |
| Database: | ERIC |
| Abstract: | This reflective analysis examines faculty development challenges and opportunities at the University of the District of Columbia (UDC), a public HBCU and the only urban land-grant institution in the United States. As UDC advances a unified "One UDC" vision, the institution is repositioning itself as a flagship university while integrating instruction across multiple locations, including its embedded community college (UDC-CC), where nearly half of the student population is enrolled. This institutional structure necessitates a coordinated approach to faculty development that supports equity, instructional consistency, and student success across campuses. Drawing on practice-informed initiatives, the paper describes how AI-infused faculty development, including live, performative demonstrations using VerseBot, a custom instructional AI persona built on ChatGPT, addresses faculty concerns related to teaching effectiveness, student engagement, academic integrity, and resource disparities. Embedding AI literacy and ethical guidance within first-year coursework, alongside structured professional development such as Association of College and University Educators (ACUE) certification, positions AI as a supportive instructional resource rather than a substitute for pedagogy. By situating AI integration within a layered faculty development model that combines policy alignment, culturally responsive practice, and hands-on experimentation, this paper offers transferable insights for urban-serving universities and community colleges seeking to leverage emerging technologies while upholding commitments to access, equity, and academic rigor. |
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| ISSN: | 0194-3081 1536-0733 |
| DOI: | 10.1002/cc.70044 |
