The rapid integration of generative artificial intelligence (GenAI) into higher education has generated extensive scholarship on adoption, institutional policy, and pedagogical innovation. However, much of this discourse frames GenAI primarily as a matter of technological integration rather than a transformation of faculty professional ethos. Drawing on a synthesis of over 50 peer-reviewed studies examining faculty engagement with GenAI, this paper argues that GenAI is catalyzing a broader reconfiguration of faculty professional ethos: the normative commitments, epistemic assumptions, and pedagogical responsibilities that shape teaching practices. The study proposes a conceptual typology of four non-hierarchical orientations: the Instrumental Optimizer, the Ethical Gatekeeper, the Pedagogical Re-Designer, and the Critical Humanist. These orientations are mapped along two analytical dimensions: orientation toward technological mediation (ranging from instrumental tool use to transformative pedagogical reconfiguration) and orientation toward professional responsibility (ranging from protective boundary-setting to interpretive and relational engagement). By shifting attention from adoption to ethos transformation, the framework offers a structured vocabulary for analyzing how faculty negotiate responsibility in GenAI-mediated teaching environments. This typology offers a foundation for future empirical research, cross-institutional comparison, and faculty development initiatives in the age of GenAI.

Authors:
Adma Gama-Krummel, University of Rochester, United States

---

Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Post with LinkedIn

Powered by WP LinkPress

Share this Presentation

Share this...

Facebook

Pinterest

Twitter

Linkedin

Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

All Posts