I am delighted to announce that a new special issue of the Journal on Excellence in College Teaching is now available. This issue, “Reimagining Learning Outcomes Through AI-Enhanced Pedagogy” (Vol. 37 Special Issue, 2026), is guest edited by Aubrey H. Wang (Saint Joseph’s University) and Lew Ludwig (Denison University). It includes the following articles:
Studying a Moving Target: Generating Evidence on AI’s Impact on Teaching and Learning
Aubrey H. Wang, Saint Joseph’s University, & Lew Ludwig, Denison University
Permitted or Prohibited? Mapping AI Syllabus Use Policies Across University Disciplines
Andrea Arce-Trigatti, Tennessee Tech University, & Aimee Klaschus, Tallahassee State College
Proving Provenance: Empowering Students to Validate Their Work to Avoid AI Academic Misconduct Accusations
Sheri Stover et al., Wright State University
The Role of Emotions and Beliefs in Shaping How Students and Instructors Navigate GenAI
Melissa E. Ko et al., University of California, Berkeley
Generative AI in College Writing: Critical Literacies, Student Perspectives, and Strategies for Authorial Balance
Heidi A. McKee, Miami University
Doctoral Students’ Beliefs and Practices About GenAI: A Case Study of One Doctoral Program
Nora C. R. Broege et al., Manhattanville University
Impact of Using Generative AI as a “Feedback Partner” on Students’ Writing Quality
Laura Ochs Pottmeyer et al., Carnegie Mellon University
Learning With Generative AI Through Custom Chatbots
Kevin Flynn, Clemson University
Supporting Preservice Teachers in Eliciting Student Mathematical Thinking Through AI-Enhanced Pedagogy
Jessie C. Store, Saginaw Valley State University
Using a Chatbot to Assess: Application of a Conversational Tool in an Assessment Course
Karen Moran Jackson et al., Soka University of America
Evaluating Various Large Language Models’ Scoring Characteristics
of Open-Ended Responses and Essays
Seungyeon Lee et al., University of Central Arkansas
Integrating Generative Artificial Intelligence Technologies Across the Disciplines
to Facilitate Learning and Responsible Usage
Tracie Marcella Addy et al., Rutgers University – New Brunswick
Engaging a Faculty Learning Community for Incorporating Artificial Intelligence
in Graduate Teaching
Susan VanDeventer Iverson et al., Manhattanville University
Designing Together: How Generative AI Can Support Faculty–Instructional Designer Collaboration
Carey Borkoski & Lydia Tippett, Loyola University Maryland
From Accommodation to Empowerment: The Risks and Benefits of GenAI
for Neurodiverse College Students
Gretchen Dreimiller, Beacon College
Reflections From the Editors: Reimagining Learning Outcomes Through
AI-Enhanced Pedagogy
Aubrey H. Wang, Saint Joseph’s University, & Gregg W. Wentzell, Miami University
