The importance of artificial intelligence (AI) in today’s schools is ever-changing with a need to study how faculty, as well as emerging faculty, believe AI will shape their teaching philosophies. Therefore, this case study research examines written reflections of four doctoral students from the southern United States and their thoughts on the impact of AI on their current and future teaching. More specifically, the researchers wanted to know how graduate students involved in an online mentoring program focused on leadership development believe that AI will impact their future teaching. Each of the four participants were enrolled in a two-year graduate leadership program where students had dedicated faculty mentors, chosen by the mentees, who worked with them weekly, as well as two program directors who met quarterly with the mentees about their research projects. All of the graduate students had taught or were currently teaching at either a university or community college and had varying degrees of experience with using AI in their own learning and teaching. Data for this study consisted of three months of written reflections with a focus on AI. The researchers coded the data using open and axial coding. Four main themes about how AI would influence the participants’ teaching emerged from the reflection data: Better Assignments, Ethical Concerns, Instructor Concerns, and Student Expectations. The reflections revealed pros and cons of the use of AI in teaching and demonstrated evolving participant thoughts about its use. Implications for teaching and future research will also be discussed.

Authors:
Holly Hansen-Thomas, Texas Woman's University, United States
Ann Wheeler, Texas Woman's University, United States

About the Presenter(s)
Holly Hansen-Thomas is Vice Provost of Research, Innovation, and Corporate Engagement (VPRICE), and Professor of ESL and Bilingual Education at Texas Woman’s University in Denton, TX.

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