Publications, Presentations & Grants

This paper presents the design, implementation, and outcomes of a faculty-focused micro-credential aimed at improving generative artificial intelligence (GenAI) literacy and ethical readiness among educators in higher education. Motivated by a disconnect between widespread student use of generative AI tools and limited faculty preparedness, the micro-credential offers a self-paced, modular course grounded in experiential learning and focused on responsible technology use.

Drawing on a 2024 student survey (n = 10,162) and 48 brief interviews, this paper explores how gender may influence attitudes toward GenAI, including perceptions of bias, trust, and educational impact. The analysis, framed within the context of public and post-conventional anthropology, highlights gendered differences in how students interpret GenAI’s risks and benefits, discusses how institutional tools such as surveys can shape what perspectives are made visible or overlooked, and offers concrete recommendations in support of effective and inclusive Gen AI implementation.