AAUP at ODUAt the college “welcome” meetings (August 18-19, 2026), we are hearing the same points of doom that we were told in 2023. Below, a letter offering AAUP’s alternative interpretation, which was circulated at the end of the Fall 2025 semester.
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In the “A Case for Different Cans: Learning Offline While Clicking Online” section, Rod Graham argues that even within standardized or “canned” online courses, meaningful learning can still be fostered by intentionally incorporating offline, real-world engagement. Rather than relying solely on click-through, screen-based activities, Graham emphasizes assignments that require students to interact with their physical environments—using their bodies, senses, and social contexts. This approach encourages deeper engagement, disrupts passive participation, and limits the effectiveness of AI shortcuts, since such tasks require presence and lived experience rather than generated responses. Ultimately, Graham’s argument is that instructors can work within institutional constraints while still creating more human-centered, intellectually rich learning experiences by blending online structure with offline practice.
If you have ideas that address the loss of quality in compressed courses, the ways student use of AI can diminish learning, or how standardized courses dehumanize the educational experience, please submit them to oduaaup@protonmail.com.
Dear AAUPers:
This post is introducing a new series entitled Teaching Beyond the Template. The series is designed to collect and share practical strategies on three issues that many faculty members are confronting: the potential loss of quality when courses are reduced from 16 weeks to 8 weeks, the ways student use of AI can diminish the learning process, and the dehumanization that can accompany standardized or “canned” online instruction.
The first entry highlights the importance of maintaining personal connection in courses where structure and delivery are predetermined. It points to the work of Dr. Michelle Pacansky-Brock, whose concept of “humanizing” online learning centers relationships as the foundation of student engagement and success. Faculty may find her approach useful as a way to reintroduce presence, empathy, and authenticity into their teaching. You can read the full entry here: Teaching Beyond the Template – Entry #1 .
The page where all the entries will be posted is here: Teaching Beyond the Template .
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On February 4th, WAVY 10 ran a follow-up news story on faculty and AAUP pushback against FFDTI.
A summary of the story:
A friend of ODU-AAUP has made the video of this story available, and we have it here in our archives:
ODU responding to AI concerns surrounding its tech initiative
Guest Post, ODU-AAUP ally
How will AI affect academic labor, especially given its rapid integration into areas of research, teaching, and learning here at ODU?
Virginia Beach Delegate Michael Feggins has proposed a bill requiring state agencies, starting in 2028, to report how many jobs “are eliminated, left vacant, altered or newly created each year because of AI.” The Artificial Intelligence Workforce Impact Act – HB310 – would require “agencies who report 10 or more AI-related job impacts to submit a workforce transition plan within six months, identifying at-risk positions and a strategy for retaining or reassigning affected employees.”
Once AI technology is fully integrated at ODU, what changes can we expect for faculty and staff? This bill is an important first step towards tracking the operational effects of AI.
See a recent WHRO story about the proposed bill here
On a related note, in July, 2025, the AAUP released a new report, Artificial Intelligence and Academic Professions, sharing survey findings and calling for the establishment of policies in colleges and universities that prioritize economic security, faculty working conditions, and student learning conditions as advancements in artificial intelligence (AI) technologies accelerate.
As ODU works to integrate AI as a key part of student learning and job preparedness, Stanford University researchers have found a 16% drop in available entry-level positions most likely affected by AI.
Some other takeaways (full study at the end of this story):
Dear ODU-AAUP Colleagues:
I thought you might be interested to see one of the documents recently shared by DTT about the FFDTI (Accelerated Course Conversions Roadmap), along with how ChatGPT translated the document into plain English.
Even ChatGPT – famously loathe to offer criticism – referred to the original document as a “very dense institutional roadmap.” At any rate, ChatGPT very quickly translated what was to me a completely incomprehensible original document into something an ordinary educated human (like me) could comprehend. I was delighted!
ChatGPT also offered to create a summary list of what faculty should expect, what not to worry about and how long the process would take. I happily accepted the offer. The summary it produced was honestly very helpful, at least in my view.
BTW, the entire process took less than 10 minutes. To me, that begs the question of why DTT’s AI experts didn’t do that on their own before sending the faculty the original document, which even ChatGPT bemoaned as “very dense.” It’s a mystery. 
Enjoy,
Kate Hawkins, ODU-AAUP Vice President
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FOR IMMEDIATE RELEASE
January 21, 2026
ODU Faculty Senate Executive Committee
responds to WAVY 10 report on
Forward Focused Digital Transformation Initiative
NORFOLK, VA — The Old Dominion University (ODU) Faculty Senate Executive Committee is issuing this response following the January 20, 2026, WAVY 10 news report regarding faculty concerns over the university’s Forward Focused Digital Transformation Initiative (FFDTI). While the faculty remains steadfastly supportive of innovation and necessary digital evolution, we must address critical failures in shared governance and the significant risks posed by the current implementation plan.
The FFDTI, as currently designed, mandates a unilateral transition of all online programs to an 8-week accelerated asynchronous format by Fall 2026. This decision was made solely by the administration and the Board of Visitors (BOV) without meaningful faculty consultation, bypassing the long-standing principles of shared governance essential to academic integrity.
Evidence of Faculty and Student Concerns
Data from recent university-wide poll and survey reveal a disconnect between administrative directives and the professional judgment of the faculty. Faculty believe the implementation of FFDTI’s 8-week asynchronous online courses is rushed and threatens educational quality and student learning.
A Breakdown in Shared Governance
Despite these faculty concerns, the university administration and Board of Visitors has remained resistant. In response to a Faculty Senate letter, Rector Murry Pitts dismissed requests for a more measured approach, stating that “as a Board, we will not agree to slowing down or stopping an initiative that requires adaptability, resilience, and work. I encourage you and your colleagues to roll up your sleeves and be productive partners.”
This characterization fails to recognize that faculty are already working under challenging conditions marked by inconsistent communication, shifting requirements, and a lack of responsiveness from the administration. This has led to a collapse in confidence in university leadership.
The results of the survey of faculty show:
The American Association of University Professors (AAUP) issued a case letter to the University President and the Rector of the BOV, formally acknowledging the failure to adhere to shared governance standards.
Call for Collaborative Action and Measured Implementation
The Faculty Senate Executive Committee is not opposed to innovation. We are opposed to a reckless implementation that jeopardizes the quality of an ODU education. We call on the administration to:
About the ODU Faculty Senate
The ODU Faculty Senate serves as the representative body of the faculty, functioning as the primary organ for shared governance between the teaching and research staff and the university administration. The Senate is responsible for formulating and recommending policies regarding academic matters, faculty welfare, and the university’s strategic direction.
Guided by the principles of academic freedom and professional responsibility, the Senate ensures that the collective expertise of the faculty remains central to ODU’s mission of excellence in teaching, research, and public service. The Faculty Senate Executive Committee acts on behalf of the broader body to coordinate with university leadership and advocate for the integrity of the institution’s academic programs. https://www.odu.edu/faculty-senate
Disclaimer: This press release represents the perspective of the ODU Faculty Senate Executive Committee and does not necessarily represent the opinion of the administration or the Board of Visitors of the University.
For further information or spokespersons for the Executive Committee of the Faculty Senate please contact: Corrin Allen, ODU Faculty Senate Chair, cgillis@odu.edu
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