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.

This paper explores how AI tools are marketed to US college students and how students experience AI promotions. Many feel compelled to adopt AI to stay competitive, reflecting an internalized entrepreneurial imperative. Findings indicate a need for more open student-teacher exchange regarding AI, and marketing literacy education to support students in critically analyzing promotional strategies. Results are being used to update the AI micro-credential.

How do US undergraduates engage with GenAI in learning? Drawing on 8,500 surveys and student interviews, we found two approaches: process-oriented, ethically engaged, co-regulating “AI learners,” and product-focused, efficiency-driven “AI users.” Becoming an “AI learner” depended less on individual student traits than faculty modeling, disciplinary norms, and institutional support. Relevant strategies for AI-integrated instruction and student-centered faculty development are described.