Document Type
Article
Publication Date
7-2025
Abstract
This essay addresses a widespread but rarely voiced concern among faculty: the fear of appearing uninformed, unprepared, or even outmatched by students when incorporating AI into their teaching. While worries about cheating, hallucinations, de-skilling, and loss of control are legitimate, this essay encourages faculty to shift from fear to curiosity. It argues that acknowledging uncertainty can strengthen faculty–student relationships and model the curiosity and humility we hope to cultivate in students.
It outlines two general strategies for faculty: restricting AI use when students need to build foundational skills, and requiring it when students are ready to develop professional judgment using AI tools. Both are appropriate in different courses and contexts. The essay emphasizes that both approaches require some AI literacy, and offers suggestions for how faculty can build confidence with AI and adapt existing assignments.
The essay offers concrete strategies, sample language for AI policies in a wide range of courses, and practical examples of how faculty can design assignments that foster learning while using AI responsibly. It outlines approaches faculty might take depending on course goals – from restricting AI in first-year writing and doctrinal classes to encouraging thoughtful experimentation in upper-level skills, clinical, and seminar courses.
It reminds readers that we are still early in the AI innovation and collective learning curve, and that what now feels intimidating may soon feel familiar – just as Zoom now does. Ultimately, the piece reframes AI not as a threat to faculty authority, but as a new opportunity to connect, experiment, and grow with students.
Recommended Citation
John Lande,
Facing Faculty Fears About AIUniversity of Missouri School of Law Legal Studies Research Paper No. 2025-34
(2025).
Available at: https://scholarship.law.missouri.edu/facpubs/1272