AI Beliefs and Practices in Community College Classrooms

Authors

Julie Eng, Paul D. Camp Community CollegeFollow
Heather Umphlett, Paul D. Camp Community CollegeFollow
Jocelyn Gilchrist, Paul D. Camp Community CollegeFollow
Alicia Howell, Paul D. Camp Community CollegeFollow
Mary Ann Howell, Paul D. Camp Community CollegeFollow
Wendy Miller-Edwards, Paul D. Camp Community CollegeFollow
Laurel Pope, Paul D. Camp Community CollegeFollow

Author Bio(s)

Julie Eng, Heather Umphlett, Jocelyn Gilchrist, Alicia Howell, Mary Ann Howell, Wendy Miller-Edwards, and Laurel Pope teach at Paul D. Camp Community College in Franklin.

Abstract

The country, the Commonwealth of Virginia, and Virginia Community College System initiatives all promote generative AI within education. It is a topic of great concern and interest for higher education instructors, yet at the same time many faculty members feel uncertain about effectively integrating it into class material. To further add pressure to the AI explosion, community colleges particularly face a responsibility to prepare their students for success in this new AI-focused environment. In this article, seven faculty members from Camp Community College discuss the implications of generative AI programs, including subscriptions and chatbots, within their particular courses and how it is affecting those in the workforce careers associated with their fields. In addition, they reflect on challenges and benefits with various AI programs and the overall artificial intelligence effect upon education. Ultimately, the authors advocate for support and balance, preserving faculty autonomy and equipping students with the needed skills for the changing work environment.

Recommended Citation

Eng, J., Umphlett, H., Gilchrist, J., Howell, A., Howell, M., Miller-Edwards, W., & Pope, L. (2025). AI Beliefs and Practices in Community College Classrooms. Inquiry: The Journal of the Virginia Community Colleges, 28 (1). Retrieved from https://commons.vccs.edu/inquiry/vol28/iss1/8