Build faculty capability through real course work and shared practice.
Navigate AI leads an adaptable faculty-development program shaped around the school’s context. Faculty work on the policies, assignments, assessments, workflows, and support structures they need to use after the program ends.
Faculty development should produce visible course change.
Faculty begin from different levels of confidence, experience, and skepticism. A generic workshop can introduce tools, but it rarely creates a shared institutional practice.
The Studio adapts to those differences and keeps the work grounded in real teaching decisions. Participants leave with course artifacts they can pilot, while leadership gains a clearer view of capability, support needs, and the next steps required for broader adoption.
Use six dimensions to target support and define progress.
FAFI provides a developmental, non-evaluative view of faculty AI fluency. It helps the school differentiate support and recognize progress across tool awareness, verified workflows, human-loop design, governance, ethics, and strategic foresight.
Build the experience around faculty readiness and institutional goals.
Navigate AI draws from a complete curriculum library and assembles the experience around the outcomes the school needs. A focused studio may produce one strong course change. A longer cohort can support redesign, peer learning, and leadership development.
Focused Foundations Studio
A short, practical experience for faculty who need shared language, responsible-use guidance, and one usable course change.
Course Redesign Cohort
A multi-session program built around human-loop assignments, verification routines, student guidance, and a pilot-ready implementation portfolio.
Faculty AI Leadership Studio
For peer mentors, teaching leaders, fellows, and administrators who must support colleagues, shape governance, and lead program-level change.
Custom Institutional Pathway
A tailored sequence assembled from Ignite, Build, Elevate, Support, Strategy, and Fellowship materials, aligned with the school’s disciplines and evidence needs.
Every participant develops an artifact that can move into practice.
The program is scoped around the outputs that matter most to the institution. Faculty receive guidance and peer feedback while building materials for their own courses, disciplines, or leadership roles.
See the course changes, capability patterns, and support needs.
Leadership receives a coherent record of who participated, what faculty built, where readiness is developing, and what support would help the work continue. Optional certificates can recognize completion, while the main value remains the capability and artifacts produced.
A developmental FAFI view that helps differentiate support without turning the process into faculty evaluation.
Revised course policies, assignments, assessment elements, workflows, and implementation plans.
A common language faculty can use with students and colleagues across programs.
Session plans, examples, templates, and options for internal continuation.
Participation, capability patterns, outputs, and recommended next support moves.
Certificates can provide optional recognition. The central value comes from the capability and artifacts faculty develop.
Design a faculty program around the work your school needs now.
Begin with a focused studio, a course-redesign cohort, or a leadership pathway tailored to your context.