Designing Institutional Support for Generative AI Adoption: Building on Stem Teachers' Desired and Actual Use

This practice paper presents our approach to supporting faculty in the adoption of generative artificial intelligence (GenAI) in their teaching at our technical university, drawing on both empirical evidence and theoretical frameworks. First, we surveyed faculty adoption of GenAI, particularly their use for supporting student learning, along with potential factors influencing adoption. Our findings revealed a substantial gap between actual and desired use, with faculty expressing significantly greater interest in GenAI integration than their current practices reflect. Second, informed by theories on adoption of innovation and change, we use this evidence to inform targeted support initiatives, designed not only to bridge the usage gap for faculty already interested in GenAI but also to engage those who currently do not wish to use it, thus aligning faculty needs with an effective framework for innovation adoption.