This paper explores STEM faculty perspectives on the integration of Generative AI in higher education through a focus group study. It investigates how faculty use GenAI in courses, the perceived benefits and challenges for student learning, and necessary institutional support, highlighting shifts in pedagogy, assessment, and governance.

This study develops a stakeholder-informed AI system to improve course articulation and credit transfer between colleges. By addressing concerns about superficial matching and institutional biases, their supervised alignment method achieves a significant accuracy improvement and projects a substantial increase in valid credit mobility opportunities for students.