Faculty in Flux
What does it mean to teach at a college or university today?
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The role of a faculty member has never been static, but the pace and convergence of current pressures mark a distinct inflection point. Long-standing expectations—to teach, to mentor, to produce knowledge, and to steward institutional mission—are now unfolding in an environment being reshaped by generative artificial intelligence, escalating burnout, and a visible erosion of shared governance amid political scrutiny. The result is not simply a change in the scope of faculty responsibilities. It is also a redefinition of what it means to be a faculty member today and of how that work is valued, supported, and sustained.
At the center of this transition is the classroom. The rapid emergence of tools such as ChatGPT has unsettled assumptions about authorship, assessment, the purpose of many assignments, and the value of a college degree. Faculty are being asked, often with little guidance, to redesign courses in real time: to move from product-based evaluation toward process-oriented learning; to emphasize oral defense, collaborative inquiry, and iterative drafts; and to cultivate forms of intellectual engagement that cannot be easily automated. For some, this moment has reinvigorated teaching, pushing pedagogy toward deeper critical thinking and metacognition. For others, it has introduced a persistent undercurrent of uncertainty about academic integrity, fairness, and whether institutional policies and practices will keep pace with technological change.
This pedagogical recalibration is evolving alongside a significant intensification of faculty workload. The post-pandemic classroom is more complex, with students bringing skyrocketing mental health needs, uneven preparation, and varied expectations about flexibility and support. Advising loads are increasing, especially in large public systems like California, due to fewer faculty, larger classes, and reduced student services following the political weaponization of diversity, equity, and inclusion efforts. In addition, the invisible work of emotional labor, which involves checking in with students, accommodating their different needs, and responding to crises that extend beyond the classroom, takes a frequently unacknowledged toll. Meanwhile, research expectations in many institutions remain unchanged, even as time for sustained scholarly work contracts. The cumulative effect is continuous emotional and professional strain produced by misaligned expectations and gaps in institutional infrastructure.
Compounding these pressures is the gradual weakening of both academic freedom and shared governance. These cornerstones of American higher education presuppose trust, transparency, and a meaningful role for faculty in shaping curriculum, policy, and institutional direction. Yet, in recent years, both internal and external forces have strained these core tenets. Internally, financial exigencies and enrollment pressures have accelerated decision-making processes, sometimes sidelining faculty deliberation in favor of administrative expediency. Externally, the burgeoning politicization of higher education and partisan attacks have contributed to the erosion of tenure and faculty governance, shifting authority away from faculty expertise toward boards, legislatures, or executive offices with targeted ideological agendas.
The impact is profound, ultimately reshaping the conditions under which faculty work. When curricular choices become proxies for broader cultural conflicts, the classroom itself is transformed into a space of vulnerability. Faculty experiencing heightened scrutiny may engage in self-censorship or feel pressure to conform with external expectations that run counter to disciplinary standards and inclusive excellence. Such an environment challenges accepted norms, calling into question who has the authority to define knowledge, standards, and educational purpose.
Collectively, these dynamics suggest that the faculty role is not simply expanding but fragmenting. Teaching, research, advising, and governance are becoming overlapping domains that, at times, involve competing demands driven by reactive adaptation rather than guided by a coherent vision of academic work.
Yet, this moment also presents an opportunity. The integration of AI into teaching, if approached thoughtfully, can clarify what faculty uniquely contribute: the ability to mentor, to model intellectual judgment, to foster dialogue, and to guide students through ambiguity. Addressing faculty fatigue from sustained overextension can prompt institutions to reconsider workload, reward structures, and the distribution of labor, making the full scope of faculty contributions visible. And the challenges to academic freedom and shared governance, while serious, can catalyze a renewed articulation of how both safeguard academic quality and institutional integrity.
Fully realizing this opportunity will require more than incremental change, however. Institutions must invest in sustained faculty development around AI and pedagogy, not as a one-time initiative but as an ongoing commitment. Workload policies must be revisited with an eye toward equity, recognizing the expanded nature of faculty responsibilities. Governance structures must be strengthened, not bypassed, with clear channels for faculty voice even—perhaps especially—in moments of urgency. And institutional leaders must reaffirm, in both word and deed, that faculty expertise is foundational not only to the academic mission of higher education but also to its democratic purposes.
Illustration by Paul Spella
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