The published version of this article can be found at: https://journals.psu.edu/td/article/view/1825Since November 2022, ChatGPT has created a stir on college campuses. November, 2022. Many colleges and universities have taken a proactive approach and updated academic integrity policies or even outright banned the use of ChatGPT (Clercq, 2023; Mearian, 2023; Schwartz, 2023). As this new technology continues to evolve and expand, colleges and universities are grappling with the opportunities and challenges of using such tools. Very little literature exists on student and faculty perceptions of AI use in higher education, particularly related to generative AI tools. The present study aims to fill this gap and offer perceptions from both students and faculty from a large research university in the mid-Atlantic. Survey participants consisted of 286 faculty and 380 students across multiple campuses. Participants completed an online questionnaire that included open-ended responses, scaled items, and finite questions. Overall, the reported use of ChatGPT technology is infrequent, though most respondents feel its use is inevitable in higher education. We find faculty and students are uncertain but familiar with generative AI tools and ChatGPT. Institutions interested in developing policies around using ChatGPT on campus may benefit from building trust in generative AI, for both faculty and students. Concerns with academic integrity are prevalent with faculty and students agreeing ChatGPT violates

Introduction. Generative AI presents opportunities and challenges for higher education, particularly concerning equity. Understanding stakeholders' perceptions of equity is crucial as AI increasingly influences teaching, learning, and administrative practices. Method. The study was conducted in a large, research-intensive institution in the US. Participants (n=206) from diverse university roles responded to an open-ended question about how Generative AI affects educational equity. The responses were analyzed based on the information and equity dimensions (Lievrouw & Farb, 2003). Analysis. Data were analyzed using a combination of deductive and inductive coding to identify key themes. The framework of information inequity underscores how disparities in access, skills, and ethical considerations create uneven opportunities for stakeholders to benefit from Generative AI, making these dimensions essential for understanding educational equity. Results. Findings revealed differing focal points among the groups: faculty and staff concentrated on issues of physical and financial access to AI tools, while students placed greater emphasis on the ethical implications and value-based considerations of AI in education. Conclusions. The study suggests that addressing AI equity in higher education requires a comprehensive approach that goes beyond improving access. AI literacy education should include skills development and address ethical considerations, ensuring that all stakeholders' concerns are met.

Online program management (OPM) is the merging of online education and outsourcing practices in higher education. OPM firms facilitate the development, delivery, and management of online programs for colleges and universities. Although OPM partnerships can help institutions offer online programs they otherwise would not be able to offer, such agreements raise concerns not seen with other types of outsourcing. To help others understand the phenomenon of online program management, we pulled together fragmented information from previous studies and literature, national datasets, websites, policies and regulations, and interviews with experts. Because previous writings use a range of definitions for the term OPM, we start by providing a working definition of an OPM agreement. Each side of the agreement is then examined in turn. For colleges and universities, we consider the reasons why they choose (or do not choose) to enter into an OPM partnership. Special attention is paid to reasons pertaining to organizational finances and nonprofit conversions. For OPM firms, we provide details about the organizations that participate in this rapidly changing market. Last, we offer policy perspectives while noting possible modifications of current regulations and providing caution about unintentional consequences of over-regulation.

The online classroom introduces a sense of anonymity unlike that in the physical classroom. In some ways, online education seems as if it could be more equitable or even free from racism because physical characteristics are mostly absent from which racialized judgments are made. However, students’ feelings about how technology afforded anonymity do not always indicate online education is free of identity bias or racialization. This mixed-methods study investigates students’ feelings (n = 174) about fair grading practices and anonymity in undergraduate online classes. Findings suggest that online students perceive anonymity, and their identities factor into grading, in both positive and negative ways. Rubrics and clear expectations can help alleviate concern over unfair grading practices. Institutions intent on offering online instruction should not rely on students’ perceptions of anonymity to create equitable learning environments.

Faculty are feeling burned out. They are tired, overworked, and overwhelmed, which impacts their teaching and unlikely to be solved by more adding more technology. How instructional technology influences feelings of burnout is important to study, not only for the wellbeing of instructors, but also for critical decision making about training and technology adoption. We conducted interviews with 12 full-time faculty members to examine their experiences using instructional technology and the influence it has with feelings of burnout. Using Job Demands-Resource Theory as a framework, we find faculty often lack the time and energy needed to engage with new instructional technologies. Faculty described burnout as overwhelming exhaustion, disengagement, and depression-like symptoms, often caused by administrative workloads, student demands, and teaching responsibilities. Data show that while instructional technology could be a resource, the process of adopting new tools frequently led to feelings of being overwhelmed. The study emphasizes the importance of institutional support in the form of time, training, and resources to aid technology adoption. Additionally, personal recovery strategies play a critical role in managing burnout. These findings offer insights for higher education institutions, suggesting better support mechanisms to help faculty integrate technology while addressing the causes of burnout.