Generative AI has arrived at unusual speed, and the early debate on college campuses has been dominated by two narrow narratives: fear (cheating, plagiarism, and diminished critical thinking) and efficiency gains (faster grading, content creation, and administrative work). This presentation argues that both frames miss a deeper disruption. As parts of knowledge work such as document drafting, synthesis, translation, coding, and analytic writing become widely automated, universities must re-articulate what they uniquely contribute to society. What happens to higher education’s civic mission when producing plausible answers is easy, cheap, and ubiquitous, yet truth, trust, and legitimacy remain fragile?

Drawing on examples from teaching, faculty development, and institutional strategy, this talk offers a human-centric agenda for AI in education that treats AI as a catalyst to strengthen, not erode, the purposes of university learning. Three questions guide the discussion: (1) What forms of thinking and judgment become more important in an AI-shaped knowledge ecosystem? (2) How can we design learning and assessment to cultivate agency, integrity, and deep understanding rather than performative productivity? (3) What leadership choices will shape equity, access, and public trust as AI capabilities diffuse unevenly across institutions and communities?

Speaker Biography

About the Presenter(s)
Dr James M. Pitarresi serves as Vice Provost for Online and Innovative Education at Binghamton University (SUNY), United States, and as Executive Director of the university’s Center for Learning and Teaching.

See this presentation on the full schedule – Thursday Schedule

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