Anyone teaching on a college campus today knows that AI has touched every aspect of our profession, from course design to student-professor relationships to homework and more. It is not a leap to say that today’s colleges are vastly different than they were just four years ago, when generative AI entered the equation.

To determine how instructors are coping, The Chronicle for Higher Education asked readers to submit their experiences with AI in their classrooms over the AY 2025-2026. What followed was a major article by senior writer Beth McMurtrie that took the pulse of how AI is affecting teaching and teachers.

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A major report published by the American Association of Colleges and Universities and Elon University offers a sobering look at the impact AI has had on faculty, the future of education, and student learning.

Over 1,000 faculty members throughout the United States were surveyed about their concerns and experiences using AI. Key findings from the report were notable.

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As more than half of U.S. workers use AI, it’s plain that business communication students must learn to use these tools strategically and responsibly. According to advice from the Wharton School at the University of Pennsylvania, grads entering the workforce need to embrace AI or they risk being left behind. Consequently, understanding the ethics and norms for AI use in professional settings has become a mandatory skill for business students.

Acquiring AI skills begins with understanding the serious risks of uncritically accepting AI-generated content instead of producing original prose. The greatest danger of merely copying AI-written text is that AI can generate inaccurate content. Hallucinations—falsehoods woven into accurate information—abound in generative AI; therefore, users must cross-check and verify AI output.  A quick cut-and-paste is, plain and simple, a disaster waiting to happen.

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