Faculty in Focus From textbook affordability to generative AI, our faculty members are shaping the future of curriculum and student learning. In the pages that follow, three professors share their thoughts on higher education.
What led to your interest in generative AI and its application to coaching and higher education? I constantly seek better ways to think, better ways to do and better ways to be. That inclination naturally leads me to be an early adopter of technology. AI is not new, but generative artificial intelligence is coming of age. In generative AI and other technologies, I see a collaborator with the potential to improve every aspect of human existence and experience. In what ways do you see generative AI transforming learning experiences for COB students? Generative AI is being used to enhance our curriculum and student learning. I use generative AI to improve my course designs in several ways. For example, I have used it to proofread and clarify instructions; suggest or improve simulations and scenarios; create general and custom rubrics; suggest, improve or develop learning objectives; create multimedia such as images, videos and audio; summarize articles and other learning content; and help me improve my feedback to students. Within our courses, my colleagues and I are asking students to learn about generative AI and use it as a coach to help develop their writing and critical thinking skills. I have also piloted my life coaching application to enable students to experiment with AI coaching. These applications only scratch the surface of what will be possible as the tools mature. With your extensive experience in both academia and industry, how do you see the role of generative AI evolving in the broader field of education, and what advice would you offer to educators looking to embrace these technologies? Nearly every educational technology company is racing to embed artificial intelligence into their educational offerings. It is not a matter of how educators will use generative AI, but when. For educators who wish to embrace the technologies, I recommend experimenting with the tools in a safe environment to understand current capabilities and limitations. This will help to develop an informed opinion of how they want to use generative AI in their classrooms. Students adapt to AI faster than professors, leading to fears about plagiarism or misuse. The more professors are educated about the technology, the better they can help students develop ethical, effective approaches to generative AI.
Dr. Daryl Watkins is a seasoned leadership professor and a U.S. Navy combat veteran. His expertise spans military aviation, IT management and public infrastructure, focusing on leadership in complex environments. He co-founded Leadership Development and Research Consultants, LLC (LDRC) for coaching and developing leaders and possesses a global teaching footprint, with engagements from Brazil to Japan. His prior experience includes managing Orange County toll roads and flying F/A 18 Hornets aboard the USS Midway. Watkins holds degrees from the U.S. Naval Academy, UC Irvine, Embry-Riddle Aeronautical University and the University of Phoenix, with professional certifications in coaching and organizational development.
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