Topic: Generative AI
Blog Post
July 7, 2025
Preparing Students for an AI-Infused Workforce
Reflections from the University of Baltimore’s 2025 AI Summit
On June 3, 2025, the University of Baltimore hosted its second AI Summit, organized by the university’s Center for Excellence in Learning, Teaching, and Technology (CELTT). The event, as described by the organizers, was “an in-depth exploration of artificial intelligence’s transformative impact across sectors, with a particular focus on workforce development, educational adaptation, and responsible innovation.” A key strength of the summit was its commitment to bridging the gap between what is happening with AI in the classroom and…
Blog Post
June 17, 2025
Expanding AI Literacy Integration
Fall 2025 Cohort
Building on success, scaling impact Earlier this spring, we kicked off two cohort projects on AI literacy with 45 colleges and universities. In the months since we first announced the cohorts, the urgency of AI literacy integration has only grown. Students increasingly expect their institutions to prepare them not just to use AI tools, but to understand their implications, limitations, and ethical considerations. Faculty are seeking concrete guidance on how to incorporate AI literacy into their courses meaningfully. And…
Blog Post
June 10, 2025
Applying AI Literacy to Student and Faculty Personas
Insights from our AI Literacy Cohort Workshops
This May, we hosted the first workshops for our Integrating AI Literacy in the Curricula cohort, a group of 45 colleges and universities committed to promoting AI literacy as a core learning outcome on their campuses. In the first half of the workshop, we facilitated a discussion of information literacy and AI literacy frameworks. In the second breakout session, participants selected one of six provided personas and hypothesized about the risks, benefits, and needs of AI use for…
Blog Post
June 10, 2025
Is AI Literacy the Trojan Horse to Information Literacy?
Insights from our AI Literacy Cohort Workshops
In April 2025, we launched the Integrating AI Literacy into the Curricula cohort project, in collaboration with librarians and educators at 45 colleges and universities, to conduct research on the current state of AI literacy and develop actionable pathways to providing effective AI literacy programming for students and faculty. In mid-May, we held our first cohort workshops to start thinking through AI literacy using shared language. After reviewing the ACRL information literacy framework and existing AI literacy frameworks,…
Blog Post
June 9, 2025
The Divided State of AI in Higher Education
To help libraries and centers for teaching and learning adapt their expertise in data, digital, and information literacy to AI literacy, we launched the Integrating AI Literacy into the Curricula cohort project. We held the kickoff meeting in April, welcoming participants from all 45 institutions involved in the project. Participants shared their observations and experiences with current AI literacy initiatives at their institutions, including challenges and successes. Several interesting themes emerged from these discussions. When it comes to AI…
Blog Post
May 19, 2025
AI Implementation and Governance at Emerging Research Institutions
Announcing a New NSF-Funded Planning Grant
Generative and other AI tools have the potential to transform and accelerate scientific research and communication. However, realizing that potential will require institutions to invest in the administrative and technical infrastructure, staffing, and capacity required to manage the data security, compliance, technical, and ethical issues of generative AI usage at the institutional level, and provide professional development for staff in units engaged in all aspects of the research enterprise. Creating this infrastructure will be difficult for all universities, but is…
Blog Post
May 1, 2025
Generative AI Adoption and Related Challenges in Higher Education
New Report Shares Findings of Cross-Institutional Qualitative Study
Today, we are announcing the publication of a new report detailing the findings of interviews offering insight on how instructors and researchers are using generative artificial intelligence in their work, as well as the challenges they currently face related to the technology. The study also reveals which support resources instructors and researchers are relying on and which resources they feel are still lacking.
Research Report
May 1, 2025
Making AI Generative for Higher Education
Adoption and Challenges Among Instructors and Researchers
This report presents the findings of the interviews that asked faculty to reflect on their perceptions of and experiences with generative AI in both teaching and research. Our study was driven by the following questions: To what degree are faculty adopting generative AI, and how is this changing their approaches and practices in teaching and research? What challenges are they facing in the aftermath of generative AI’s emergence? What support do they still need?…
Blog Post
April 9, 2025
Integrating AI Literacy into the Curricula
A New Cohort Project Gets Underway
While the technological and commercial landscape remains fluid, and the long-term impacts of AI on teaching and learning remain contested, colleges and universities are ready to shift from reactive to proactive engagement with AI. AI literacy will be a cornerstone of that engagement at many institutions. The idea that students will need to know how to use and think critically about AI is one on which skeptics, agnostics, and advocates can largely agree. A few universities have already launched AI…
Blog Post
March 20, 2025
Highlights from SXSW EDU 2025
The Growing Role of AI in Education, Learning Styles, the Value of Higher Education, and Student Belonging Take Center Stage
Earlier this month, I attended the SXSW EDU Conference in Austin, Texas, where I led a panel session about Ithaka S+R’s credit mobility work. The conference featured wide-ranging sessions covering key topics in the K-12, higher education, and education technology sectors. I wanted to highlight a number of sessions that stood out to me, focused on the growing role of artificial intelligence in education, leadership in challenging times, student mental health and learning styles, and building cultures that…
Blog Post
February 10, 2025
Defining and Implementing AI Literacy
Announcing a New Cohort Project
Defining and implementing AI literacy is complicated by rapidly evolving technologies and the difficulty of foreseeing the magnitude and variety of AI’s effects on teaching and learning, career readiness, and civic life. Creating institutionally specific frameworks for AI literacy and building the programming and resources necessary to integrate it into undergraduate education will require contributions from across the university. Libraries are well positioned to be campus and even national leaders in these efforts.
Blog Post
December 17, 2024
Higher Education at a Crossroads
Reflecting on the 2024 Complete College America Annual Convening
Complete College America’s (CCA) 2024 Annual Convening, hosted in Indianapolis this past month and framed around going “All In” on college attainment, brought together an array of postsecondary practitioners, leaders, and researchers focusing on student mobility and outcomes. At the conference, Martin Kurzweil and I led a strategy showcase focused on the Holistic Credit Mobility project, a cornerstone of our continuing efforts to support increasingly mobile students. In collaboration with CCA, Ithaka S+R is in the final stages of…
Blog Post
December 6, 2024
Highlights from the 2024 Future of Museums Summit
In October, the American Alliance of Museums (AAM) hosted their second annual Future of Museums Summit, hosted by Elizabeth Merritt, AAM’s vice president of strategic foresight and founding director of the Center for the Future of Museums. The summit focused on four themes that emerged from this year’s TrendsWatch report: Culture Wars 2.0 What role can museums play in bridging the gaps that divide the communities they serve? This theme featured presentations relating to attacks on DEAI,…
Blog Post
October 30, 2024
What Does Generative AI Mean for Scholarly Publishing?
Over the past 24 months, generative AI has become inescapable. As a tool that is capable of generating content, its implications for how scholarly research is conducted and for scholarly publishing and communication are potentially transformative. What is not yet clear is how transformative this impact will be, and which areas of scholarly communication may see more rapid and revolutionary change than others. In a report published today, with funding from STM Solutions and six of its member organizations, we…
Research Report
October 30, 2024
A Third Transformation?
Generative AI and Scholarly Publishing
For this report, we interviewed leaders in stakeholder communities about the potential impact of generative AI on scholarly publishing . The consensus among the individuals with whom we spoke is that generative AI will enable efficiency gains across the publication process. Writing, reviewing, editing, and discovery will all become easier and faster. Both scholarly publishing and scientific discovery in turn will likely accelerate. From that shared premise, two distinct categories of change emerged from our interviews.
Blog Post
October 17, 2024
How is Generative AI Being Used in Biomedical Research?
A New Report Shares Findings from a Survey of Academic Researchers
When ChatGPT was released in November 2022, it prompted an ongoing national conversation about the role of generative AI across all sectors of intellectual labor. Within the academy, that conversation has focused primarily on generative AI’s impact on instruction, with relatively little attention being given to its role in scholarly research. The field of biomedical research in particular has provided some of the most promising use cases for generative AI, as well as being a site for potentially significant harm…
Research Report
October 17, 2024
Adoption of Generative AI by Academic Biomedical Researchers
Understanding how biomedical researchers are making use of generative AI is critical to informed decision making about how to support ethical adoption of the technology and assessing the risks and opportunities it presents to the research enterprise. However, most studies of the use of generative AI by academic researchers have cast a wide net rather than focusing on adoption in specific disciplines or domains. To this end, we conducted a survey of biomedical researchers.
Blog Post
June 20, 2024
How Are Faculty Using Generative AI in the Classroom?
Findings from a National Survey
Since the commercial release of ChatGPT in 2022, generative AI has had an undeniable impact on higher education, reshaping student learning methods, prompting concerns regarding academic integrity, and sparking larger questions on teaching and learning. It is therefore vital to understand how instructors are currently using (or not using) generative AI in their classrooms to support teaching. To gain insight into how instructional practices are evolving, Ithaka S+R fielded the triennial survey of postsecondary faculty with a focus on…
Research Report
June 20, 2024
Generative AI and Postsecondary Instructional Practices
Findings from a National Survey of Instructors
Understanding how instructors are (or are not) using generative AI in their classrooms is vital because most college and university guidelines leave decision making about how, when, and if generative AI use is permitted to the discretion of individual instructors. To gain insight into evolving instructional practices, we included a short four-question section dedicated specifically to generative AI as part of a national survey of instructors.
Blog Post
April 24, 2024
AI Chatbots in Education
A Comparative Analysis at Bryant University
A recent survey conducted at Bryant University reveals an interesting trend: while students and faculty are increasingly adopting AI chatbots, staff members seem to lag behind. This guest blog post delves into the possible reasons behind this disparity using the 77 faculty, 111 staff, and 224 student responses collected between November 2023 and February 2024.