This study's basis was examining the specific pairing of higher education and Generative Artificial Intelligence (AI) Technologies. For this study, Generative AI technologies is defined as technology that is prompted by text to produce text, images, media, or other end products. A survey was conducted with community college faculty members at a research site that did not have an institutional Generative AI technology policy or mandate on how Generative AI technologies can or cannot be used in the classroom or by students. In a quantitative analysis, this study looked at the convergence and relationship between community college faculty characteristics, perceptions, and the actual application of Generative AI technologies in courses and syllabi. In the results framework, perceived faculty interests and perceived faculty motivations are tied in an almost perfect linear relationship. These faculty thoughts and behaviors led to actual application of Generative AI technologies by integration into courses and guided use of language in syllabi.
","abstract_html":"<p>This study's basis was examining the specific pairing of higher education and Generative Artificial Intelligence (AI) Technologies. For this study, Generative AI technologies is defined as technology that is prompted by text to produce text, images, media, or other end products. A survey was conducted with community college faculty members at a research site that did not have an institutional Generative AI technology policy or mandate on how Generative AI technologies can or cannot be used in the classroom or by students. In a quantitative analysis, this study looked at the convergence and relationship between community college faculty characteristics, perceptions, and the actual application of Generative AI technologies in courses and syllabi. In the results framework, perceived faculty interests and perceived faculty motivations are tied in an almost perfect linear relationship. These faculty thoughts and behaviors led to actual application of Generative AI technologies by integration into courses and guided use of language in syllabi.</p>","abstract_has_math":false,"creators":["Pang, Jamie"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Jaclyn K. Rivard"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-04-01T07:00:00Z","date_published":"2024-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["Community College","Community College Faculty","Generative AI in Higher Education","Generative AI Application","Teaching with Technology","Educational Technology","Higher Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/804","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jaclyn K. Rivard"]},{"key":"dc:creator","label":"Author","values":["Pang, Jamie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-04-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Community College","Community College Faculty","Generative AI in Higher Education","Generative AI Application","Teaching with Technology","Educational Technology","Higher Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/804"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study's basis was examining the specific pairing of higher education and Generative Artificial Intelligence (AI) Technologies. For this study, Generative AI technologies is defined as technology that is prompted by text to produce text, images, media, or other end products. A survey was conducted with community college faculty members at a research site that did not have an institutional Generative AI technology policy or mandate on how Generative AI technologies can or cannot be used in the classroom or by students. In a quantitative analysis, this study looked at the convergence and relationship between community college faculty characteristics, perceptions, and the actual application of Generative AI technologies in courses and syllabi. In the results framework, perceived faculty interests and perceived faculty motivations are tied in an almost perfect linear relationship. These faculty thoughts and behaviors led to actual application of Generative AI technologies by integration into courses and guided use of language in syllabi.
"]},{"key":"dc:title","label":"Title","values":["Exploring the Nexus of Community College Faculty and the Actual Application of Generative Artificial Intelligence Technologies in Courses and Syllabi"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jaclyn K. Rivard"],"dc:creator":["Pang, Jamie"],"dc:date.available":["2024-04-03T07:00:00Z"],"dc:description.abstract":["This study's basis was examining the specific pairing of higher education and Generative Artificial Intelligence (AI) Technologies. For this study, Generative AI technologies is defined as technology that is prompted by text to produce text, images, media, or other end products. A survey was conducted with community college faculty members at a research site that did not have an institutional Generative AI technology policy or mandate on how Generative AI technologies can or cannot be used in the classroom or by students. In a quantitative analysis, this study looked at the convergence and relationship between community college faculty characteristics, perceptions, and the actual application of Generative AI technologies in courses and syllabi. In the results framework, perceived faculty interests and perceived faculty motivations are tied in an almost perfect linear relationship. These faculty thoughts and behaviors led to actual application of Generative AI technologies by integration into courses and guided use of language in syllabi.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/804"],"dc:subject":["Community College","Community College Faculty","Generative AI in Higher Education","Generative AI Application","Teaching with Technology","Educational Technology","Higher Education and Teaching"],"dc:title":["Exploring the Nexus of Community College Faculty and the Actual Application of Generative Artificial Intelligence Technologies in Courses and Syllabi"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}