Faculty confidence in guiding student AI use rose markedly after the six-week institute, with high-confidence responses increasing from 0% to 60%¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After the six-week institute, most participants reported moderate or high confidence supporting student AI use, whereas 80% reported low or no confidence beforehand. → John Chick 2026
Evidence¶
John Chick 2026¶
John Chick, Laura Morello and Stephanie Staffey. (2026). From fear to innovation: a case study of transformative faculty development for ethical AI integration in higher education. International Journal for Educational Integrity. https://doi.org/10.1007/s40979-026-00225-x
q2 · i? · qualitative · r?
Pre/post survey comparison of ten institute participants. The article reports that high-confidence responses increased by 60 percentage points, "from 0% to 60%", with 90% at moderate/high confidence post-institute; no effect size or significance test is printed.
"Confidence in helping students use AI was flipped from pre to post: while participants responded overwhelmingly with low confidence or unsure before the institute (80%), most participants responded with moderate/high confidence after the institute (90%)"
Discussion¶
Learner Variables¶
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- Entering faculty were characterized by uncertainty rather than opposition: mean AI perception was 3.22 on a five-point scale and mean self-rated fluency was 1.89 on a six-point scale — related
- Faculty concerns centered on academic integrity (80%) and student over-reliance on AI (70%), and their most requested development topic was AI ethics and academic integrity (70%) — related
- Faculty transformation followed four themes: fear shifting to curiosity, desire for ethical clarity, inclusive design as equity amplifier, and evolution from gatekeepers to guides — related
- Participants' perceptions of AI in higher education shifted from 20% negative and 40% neutral pre-institute to 0% negative and 90% positive post-institute — related
- Retrospective pre/post confidence rose on all four course learning objectives with large rank-biserial effects (N=159) — related
- Paired pre/post AI readiness scores rose descriptively from 82.5% to 89.9% (mean gain 7.4 percentage points) among seven co-creation clients, treated as descriptive context only — related
- AI-supported lab manual design increased students' confidence in troubleshooting and data analysis — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ubridge-confidence-gains-pre-post |
title |
Faculty confidence in guiding student AI use rose markedly after the six-week institute, with high-confidence responses increasing from 0% to 60% |
description |
Faculty confidence in guiding student AI use rose markedly after the six-week institute, with high-confidence responses increasing from 0% to 60% |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — john-chick-2026 |
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