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What Is the Role of a Registrar in AI Adoption?
As a registrar, adapting to new technology is an integral part of the job. We regularly ask ourselves how current and emerging technologies support students, faculty and the overall administrative experience. While the foundational principles of our work have remained steady, the methods have evolved and will continue to do so with technological advancements. We’ve gone paperless, created mobile-friendly versions of everything and implemented countless student information systems (SIS) and document management systems (DMS). However, the introduction of artificial intelligence (AI) feels different. In many ways, AI is readily accessible and does not necessarily require a significant implementation or operations plan. Various technology companies are promoting AI tools for numerous purposes, with new tools emerging daily.
I realized that the registrar’s role in AI adoption at higher education institutions is murky due to the multitude of potential use cases and the plethora of tools available. To find clarity, I facilitated a conversation with five peers from the registrar world who are also grappling with AI. The participants acknowledged that AI quickly entered the university scene, primarily in the classroom in relation to teaching and learning. Now, it’s beginning to influence the student and administrative experience, where registrars absolutely need to pay attention and play a role in influencing AI use.
Protecting Student Data
I found myself typing into Microsoft’s 365 Copilot tool, “How do we ensure the use of AI is FERPA compliant?” Copilot’s response was very helpful. Ensuring FERPA protections are in place is like ensuring compliance with any technology that could potentially hold personally identifiable information (PII) and other student data. We must ensure third parties adhere to FERPA requirements to protect student data. Michael Lorenz, Vice President of Academic Operations & Registrar at Purdue Global, reminded the group to also consider the potential impact on the General Data Protection Regulation (GDPR). Additionally, we should consider limiting integrations with systems that manage student data. Registrars need to ensure that AI tools prioritize student data protection if higher education institutions are to adopt them into daily operations or strategic plans, especially as this technology becomes more sophisticated.
How Will the Registrar’s Office Look Different with the Introduction of AI?
The introduction of AI into business operations raises questions from team members within registrar offices, mainly: Can machine learning do what I do, and does that make me obsolete? From what I hear from my peers, the opposite may be true. Liesl Fowler, Registrar & Assistant Dean at Augustana College, shared her office’s approach to using AI to free up staff time for more personalized student support. By automating routine tasks, team members can focus on providing high-touch services to students, particularly those with unique needs such as international or first-generation students. This approach enhances the student experience while leveraging technology for efficiency. In many ways, AI tools help fill the gap of foundational work for many offices that are already understaffed, creating bandwidth to focus on tasks often put on the back burner. In my own experience at the University of Maryland Global Campus, we are seeing new types of work emerge around transfer credit and degree planning that is ultimately changing the scope of work. The office is evaluating new types of credit from organizations offering in-house learning, noncredit pathways and industry certifications. The evaluation of this credit calls for critical thinking and research. Utilizing AI to work on things such as data entry allows the office to shift time and resources to high-touch work. This approach calls for upskilling and training of current team members, not necessarily making positions obsolete.
AI Is Everywhere
During the virtual discussion, all the registrars noted how accessible AI tools are and how challenging it is to control their use. However, as Noah Geisel, Microcredentials Program Manager in the Office of the Registrar at the University of Colorado at Boulder, expressed, “Registrars are uniquely positioned compared to other offices on campus to guide on AI literacy.” We are accustomed to critically evaluating technologies and their impact, and AI is no different. By participating in campus-wide or university-wide discussions, we can use our experience to help evaluate AI tools, work closely with IT departments and craft guidelines and policies that may help bring consistency to how we use AI.
When AI Gets It Wrong, Who Pays?
Rebecca Jones from the University of Colorado at Boulder asked us to consider the potential frustrations around AI, including the cost of using it, and building an infrastructure to support it. Chatbots are a prime example. If students receive incorrect information that negatively impacts their educational journey, how will this be handled? Who is responsible for teaching, monitoring and managing escalations? We are all familiar with this experience as we frantically scream, “LIVE AGENT!” into the phone. There is a need to evaluate whether a team member should handle a job versus AI. Mike Lorenz, Vice President of Academic Operations and Registrar at Purdue Global, noted that all technology vendors will say that they have some kind of AI. It will be the registrar and other administrators who have to figure out if the capabilities are truly AI and if they can really replace tried-and-true practices with a better outcome. It will also be important to teach team members how to appropriately use AI on the job.
Where Do We Go Next?
All participants were quick to discuss how they use AI in their personal lives, but when the conversation turned to institutional or office use, it became more difficult to articulate the exact strategy on its use—although it’s clear it has a presence. It serves a purpose in our everyday lives, just as it does for our students, which indicates that AI is here to stay. Participants recognize that AI has the potential to transform higher education administration, just as it has in many other industries. Registrars are uniquely positioned to influence the development of clear policies, ensure data protection compliance, evaluate AI technology tools and upskill staff to work alongside AI tools. However, this work must be done in collaboration with other areas such as information technology units, academic schools, student affairs and others exploring the impact of AI-enabled technology, ensuring the creation of standards and policies in place for its usage across the institution.
A special thank you to the following contributors:
Liesl Fowler, Registrar/Assistant Dean, Augustana College
Dana Gazda, Assistant Registrar, Academic Support, University of Houston at ClearLake
Noah Geisel, Microcredentials Program Manager, University of Colorado Boulder
Rebecca Jones, Assistant Registrar for Client Services, Office of the Registrar at University of Colorado at Boulder
Mike Lorenz, Vice President, Academic Operations and University Registrar, Purdue Global