Trevecca expands efforts to integrate AI across campus

By Macey Smith

Staff Writer

In one classroom on campus, laptops are shut, phones are put away, and paper is handed out to students with directions to write a five-paragraph essay as their professor paces the room. Students understand that if a device is seen, it will result in an automatic zero. Down the hall, another class is doing the opposite, with students being encouraged to type prompts into AI tools to generate ideas and explore the technology.

Artificial intelligence has quickly become a part of everyday life for college students. According to a study cited by Forbes, nearly 90% of college students are using AI tools in some capacity, whether for brainstorming, studying, writing or personal reasons. According to surveys by McKinsey& Company and Gallup, about 88% of businesses are already using AI in at least one function, and roughly 52% of U.S. workers report using it in their jobs with 30% using it frequently (a few times a week or more). Fifteen percent use it daily.

As AI becomes more common in education and the workforce, universities are faced with not whether to use it, but when and how.

At Trevecca Nazarene University, officials continue to approach AI integration cautiously.

Last spring, Trevecca established an AI task force led by Associate Vice President Lametrius Daniels to educate faculty and support responsible AI integration across campus.

“Our work centers around helping our campus integrate AI in a way that supports learning, upholds integrity, and to prepare our students for the workforce,” Daniels said.

Since then, the university has expanded those efforts through the Generative AI Steering Committee, chaired by Dr. Jonathan Downs, a professor of leadership studies and research.

“The Generative AI Steering Committee represents a broader, more coordinated phase of that work. Rather than concentrating primarily on understanding AI and responding to immediate classroom concerns, the committee is helping Trevecca develop a sustained, institution-wide approach to responsible AI integration,” Downs said.

Unlike the original task force, the new committee takes a broader approach, bringing together representatives from departments across campus to coordinate the university’s response to AI.

The committee follows a guiding philosophy of “Look. Listen. Shape.” This means understanding how AI is developing and being used, listening to concerns from the campus community and recommending practical guidance, training and resources.

The committee serves as an advisory group and does not independently establish university policy. Instead, it makes recommendations to university leadership about responsible AI integration.

“I believe one principle really guides this transition. Trevecca should not adopt AI simply because a new technological capability becomes available. We should first determine whether the technology serves a meaningful educational, organizational, or human purpose,” Downs said.

“Artificial intelligence presents significant opportunities for higher education. We must distinguish what AI can do from what AI should do in the service of our students, faculty, and institutional mission. Our committee is exploring how Trevecca approaches those decisions thoughtfully, collaboratively, and responsibly,” Downs said.

One of the committee’s biggest priorities is addressing inconsistencies in how AI expectations are communicated to students.

Trevecca already has an institutional AI Ethical Use Policy published in its university catalog that outlines five principles: human-centeredness, ethical use, transparency, data privacy and academic integrity. However, professors still have discretion over AI use in their classrooms, meaning expectations can vary by course and assignment.

At a committee meeting on September 29^th, members identified the need for more consistent syllabus language, clearer assignment expectations and fair processes for addressing suspected academic misconduct.

“Our committee has identified the need to make this relationship between institutional principles and classroom expectations clearer and more consistent,” Downs said.

The university also held an AI Listening Forum on August 21^st, where faculty, staff and administrators shared concerns about AI. The biggest priority identified was clearer institutional guidance, followed by faculty training, academic integrity, student AI literacy and data privacy.

“Our faculty and staff seek clarity, practical preparation, and confidence that these technologies can be used responsibly, more than just understanding the latest AI tools themselves. I believe that is an encouraging foundation because it places educational purpose and human responsibility ahead of technological novelty,” Downs said.

The committee is now exploring expanded faculty training, clearer AI resources and a potential centralized resource for students and faculty. Training could range from basic AI concepts to classroom applications and faculty collaboration.

While Trevecca’s approach continues to develop, some programs are taking further steps toward AI integration.

Last spring, Trevecca’s business department announced an AI-focused course approved for the 2026-27 academic year to prepare students for using AI professionally.

“We’re graduating students who need to be proficient in AI when they finish their business degree or their MBA,” said Rick Mann, a business professor and director of the MBA program. “That expectation is already being reinforced by employers.”

This growing demand for AI literacy skills is changing how universities prepare students for their careers.

“AI literacy is no longer optional, it’s becoming a part of how work gets done,” said Eda Cako-Moore, director of the science in business management program.

Beyond business, Trevecca’s graduate curriculum includes coursework addressing AI-enhanced instructional leadership, while the School of Leadership and Interdisciplinary Studies is exploring AI fluency, data-informed decision-making and responsible technology integration.

“AI literacy is becoming an increasingly important part of professional preparation. Our goal is to help students develop the knowledge, character, and discernment to use powerful technologies wisely while remaining accountable for their own learning, work, and decisions,” Downs said.

As universities prepare students for an increasingly AI-driven workforce, opinions on its classroom use continue to vary among faculty.

“There’s varying philosophies among our faculty right now, some that I would say are really eager to utilize AI, and then some that are saying, ‘Hey I’d really like to take this at a slow pace,’ ” said Trevecca Provost, Tom Middendorf.

For some faculty, AI is simply another step in technological change.

“It’s just one more step down the road of modernization,” said Mann.

Others worry about its impact on independent thinking.

“Being able to problem solve and think logically on our own is a pretty valuable skill. And with AI, I think we’re at risk of losing that very fast,” said Paul Christianson, a music professor at Trevecca.

Academic dishonesty remains another concern, prompting some professors to change how they assess students.

“One thing that I have done this particular year is, in my fine arts classes, I have them do in-class writing assignments. So, I know I’m getting their thoughts on stuff,” Christianson said.

The generative AI steering committee is also looking at how assignments can encourage independent thinking while making expectations for AI assistance clearer.

“Academic integrity cannot depend solely on whether a technology can detect AI-generated material. It must begin with clear expectations, meaningful assessments, transparent processes, and a shared understanding of what constitutes authentic student learning. We want students to understand the opportunities and the responsibilities that accompany AI,” Downs said.

Other professors see opportunities to incorporate AI without compromising learning.

“It is here, and if we are teaching students to use it responsibly, it can be a wonderful tool, ” said Jeffery Wells, professor of communication studies.

Still, overreliance on AI remains a concern.

“The purpose of, in particular higher education, but all education is to develop critical thinking. One of the fears that many of us have about AI is that it will lead to a lack of critical thinking in the general population,” said Wells.

University leadership shares those concerns questioning whether students using AI to complete assignments were demonstrating genuine learning.

“If a computer is able to draft a paper for you… did that really prove learning?” said Middendorf. “We understand that AI is a tool, however, we don’t ever want this to be something that replaces education.”

Downs said Trevecca’s approach has expanded beyond plagiarism and academic dishonesty to preparing students to use AI responsibly without becoming dependent on it.

“We do not want students to become less capable thinkers because artificial intelligence can produce answers for them. We want them to become more capable thinkers who understand when AI can be helpful, when it should be questioned, and when human reasoning and judgment must take precedence. At Trevecca, Christian character and technological fluency must develop together,” Downs said.

Moving forward, the committee’s work is organized around five priorities: clarify, equip, pilot, evaluate and refine. For students, this could mean clearer classroom expectations, expanded AI literacy resources and more opportunities to provide feedback.

Until further guidance is developed, students should continue following Trevecca’s existing AI Ethical Use Policy and individual course requirements.

For now, Trevecca continues balancing AI integration while protecting the learning process.

“It’s a balancing act that I think we’re walking right now. Allowing the University to move, not a snail’s pace but at a cautious pace,” said Middendorf.

As Trevecca moves forward, the focus remains on prioritizing the quality of students’ education.

“The future of education should be influenced by how wisely we use emerging technologies to strengthen learning, deepen understanding, and prepare graduates for lives of meaningful service. At Trevecca, our Christian mission gives us a compelling reason to keep people, character, and responsible judgment at the center of that conversation,” Downs said.

Despite the challenges, university leaders recognize that embracing AI as it continues to develop is becoming increasingly important in higher education.

“This is not going away, we just need to embrace it the best way we can,” said Daniels.