Faculty Focus

The introduction of self-regulation and stress-management strategies into higher education curricula has recently come into focus as a necessary component of promoting resilience and preventing future professional burnout (Hsu & Goldsmith, 2021; Egan et al., 2022; Zhang et al., 2025).

One of the readings that my students always pick as their favorite lesson about digital media economics comes from the late 1990s when Google engineers accidentally found gold in their trash. When they launched their search engine, it was working perfectly and millions of users were using it every day. Their algorithm was elegant and the results outperformed other competitors in the market. However, their major problem was that no one had figured out how to make profit from the search.

Sometime in late September, nearly every instructor meets the same moment. A submission arrives that is fluent, organized, grammatically clean—and strangely weightless. The question that rises first is the obvious one: did the student write this? It is also, I want to suggest, the wrong first question.

Collaborative syllabus design is gaining momentum in higher education, but many instructors still hesitate to move beyond a traditionally designed syllabus (Jafar 2016; Hanna-Benson et al. 2020). Concerns about maintaining academic rigor, instructor responsibility, institutional policies, program requirements, accreditation or licensure expectations, and student readiness often make collaboration feel impractical (Jafar 2016; Fuentes et al. 2021).

Collaborative syllabus design is gaining momentum in higher education, but many instructors still hesitate to move beyond a traditionally designed syllabus (Jafar 2016; Hanna-Benson et

It’s hard to believe summer is over, but here we are: the first day of class. Twenty minutes in, by the time the professor reached the late work policy, the words had already started to blur. Attendance. Office hours. Academic integrity. Weekly required readings. Discussion posts. Submissions. Final project. Ten percent off. No exceptions. Email within 24 hours. Use the most current APA or MLA format. Check the LMS. The professor was explaining the course, but the room was slowly leaving it.

The integration of artificial intelligence (AI) in higher education has generated both enthusiasm and apprehension among educators. This article argues that AI can serve as an adaptive pedagogical partner, enhancing formative assessment, reflection, and metacognitive learning. Through illustrative examples, the study demonstrates how AI can provide individualized feedback and foster deeper conceptual understanding.

The integration of artificial intelligence (AI) in higher education has generated both enthusiasm and apprehension among educators. This article argues that AI can serve as

Many nurses enter academia after spending years at the bedside as strong clinicians. Some have served as charge nurses, preceptors, or leaders, and eventually feel called to teaching as a new and meaningful way to make an impact. However, just like any new role, the transition from clinician to educator comes with uncertainty. It can be difficult to move from a space of confidence and mastery into a role filled with unfamiliar expectations and responsibilities.

We have to talk about what it’s going to mean, in an increasingly AI-saturated landscape, to teach without AI. Because one thing it won’t be is what we’re used to. As we know, many people have serious concerns about the rapid spread of this new technology through our educational spaces.