November 30, 2022, was a harbinger for monumental scientific and social change with the presentation of generative AI, specifically ChatGPT,¹ in a way that both scientists and laypeople could understand. Since then, a nearly ubiquitous discussion of AI, ranging from excitement to fear, has captured imaginations around the world and dominated higher education dialogue.

Analyzing the Hype

The hype surrounding GenAI surpassed the peak of Gartner’s Hype Cycle in 2024. Now, the discussion is increasingly centered on the fear of disruption that this powerful technology may bring as well as the disillusionment of what promises it may not fulfill.² In this era of moving from the hype and the Trough of Disillusionment to the Plateau of Productivity, changes in AI are happening fast, with maximum impact being realized within the next five years.³ Opportunities that benefit college efficiency and the student experience include quick wins with AI-powered chatbots, AI-generated content, and early warning systems to assist at-risk learners as well as deeper integrations such as personalized learning, financial aid optimization, and data-driven decision making at a level we have not yet seen in our sector.⁴ As stated by Jessica Stone:⁵

Applying this perspective to teaching and learning will ultimately transform the learner experience,⁶ as the classroom in all disciplines will necessarily move from a knowledge-based paradigm to an application-based paradigm that may finally eliminate the artificial distinction between academic and career and technical/workforce programs at our colleges. When AI reaches the Plateau of Productivity,⁷ all college programming must demonstrate value to learners and employers in a physical real-world context. Programs that don’t may be rendered irrelevant by learners and employers alike. Determining how AI will impact our workforce development mission will be central to our effectiveness and relevancy moving forward.

Defining Workforce Development in an AI Context

In this context of AI-driven change, workforce development can no longer be relegated to a specific unit at a college that offers unique or innovative, often noncredit, educational/training opportunities. At Pima Community College, workforce development is a paradigm and a strategy rather than a set of programs or course offerings. It defines our collegewide ability to meet employers’ demands today and into the future in an economic development and technology-driven context. Colleges that do not embrace this workforce development paradigm shift may already be behind in understanding how disruptive technologies such as AI can render their current educational and training programs irrelevant in a technological and labor market context. We must empower our learners for equitable outcomes and access to high-paying quality jobs for greater success in this dynamic time.

The University of Florida (UF) has pioneered an AI Across the Curriculum regimen that community colleges may learn from and adopt in a local context.⁸ UF implemented many AI-focused changes in its Quality Enhancement Plan for accreditation under the Southern Association of Colleges and Schools Commission on Colleges, establishing four key areas of focus:

1. Understanding AI literacy, including the basics of AI and how it functions;
2. Using and applying AI to solve problems and accomplish tasks;
3. Building and evaluating AI systems that are reliable, ethical, and fair; and
4. Understanding the moral and ethical implications of AI to make informed decisions using these tools and systems.

In addition, UF implemented an AI certificate program that is open to learners across all disciplines, incorporates fundamental AI skills relevant to all sectors, and includes specific and applied AI courses for each college/major. By integrating AI into nearly every facet of the institution and increasing the interdisciplinary approach to AI across industry sectors, UF has increasingly assured its continued relevancy in this age of rapid transformation. This approach is something that all community colleges can adopt to retain relevancy in programming and the empowerment of learners.⁹

The impact and effect of AI in all its forms is real and will soon enter the Plateau of Productivity phase.¹⁰ Community colleges need to plan and engage now, even if the local impacts are not clear. While Pima Community College surveyed local employers about the impact of AI, we need more data to ensure that we are pragmatically contextualizing national development of AI’s impact on local industry sectors.

Community colleges need to understand the effects of AI in all sectors of business and industry in which we offer programs, and rapidly adjust accordingly. This includes adapting our career and technical/workforce programs to new entry-level hiring points and job displacement caused by AI. Similarly, our transfer programs need to quickly adapt, as their relevancy is inextricably tied to that of the universities with whom we partner.

¹ Alssid, J., & LeMoinne, K. (Hosts). (2024, February 27). AI and the Future of Higher Ed: Insights from Paul LeBlanc [Audio podcast episode]. Work Forces.
^2/7/10 Gartner. (2024, August 21). Gartner 2024 Hype Cycle for Emerging Technologies Highlights Developer Productivity, Total Experience, AI and Security [Press release].
³ National Disaster Preparedness Training Center. (2024). Artificial Intelligence: Helping or Harming Emergency Management? [Webinar].
⁴ Lambert, L. D., & Dhawan, R. (2024, September 30). A blueprint for AI integration. Community College Daily.
⁵ Stone, J. (2023, December 21). Mastering Innovation Leadership: para 2. The Vation Ventures blog.
⁶ Kurtz, G., Amzalag, M., Shaked, N., Zaguri, Y., Kohen-Vacs, D., Gal, E., Zailer, G., & Barak-Medina, E. (2024). Strategies for integrating generative AI into Higher Education: Navigating Challenges and Leveraging Opportunities. Education Sciences, 14(503).
^8/9 Southworth, J., Migliaccio, K., Glover, J., Glover. J’N., Reed. D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers in Education: Artificial Intelligence, 4.