{"paper":{"title":"A Framework for institutional change in the age of AI","license":"http://creativecommons.org/licenses/by/4.0/","headline":"Generative AI requires a new framework for institutional change in STEM education because it enters classrooms before evidence can accumulate.","cross_cats":["cs.CY"],"primary_cat":"physics.ed-ph","authors_text":"David Perl-Nussbaum, Noah D. Finkelstein","submitted_at":"2026-05-12T21:11:13Z","abstract_excerpt":"Generative AI is rapidly reshaping STEM higher education. Not only are our educational practices changing, but how we think about educational transformation must adapt. Existing models of institutional change in STEM, aimed at interactive engagement, have largely followed an adoption logic: relatively stable, well-researched educational practices are evaluated and then scaled. These assumptions do not hold for generative AI, which is an arrival technology -- entering classrooms before a sufficient pedagogical evidence base could form. Building on recent decades of work on STEM institutional ch"},"claims":{"count":4,"items":[{"kind":"strongest_claim","text":"Collectively, the six dimensions and design implications constitute a new framework for adapting change models to support institutions under conditions of genuine uncertainty.","source":"verdict.strongest_claim","status":"machine_extracted","claim_id":"C1","attestation":"unclaimed"},{"kind":"weakest_assumption","text":"That the assumptions underlying prior interactive engagement reforms do not hold for generative AI, specifically that it is an arrival technology entering classrooms before a sufficient pedagogical evidence base could form.","source":"verdict.weakest_assumption","status":"machine_extracted","claim_id":"C2","attestation":"unclaimed"},{"kind":"one_line_summary","text":"A six-dimension framework is proposed to adapt prior institutional change models in STEM education to the uncertainty and rapid arrival of generative AI.","source":"verdict.one_line_summary","status":"machine_extracted","claim_id":"C3","attestation":"unclaimed"},{"kind":"headline","text":"Generative AI requires a new framework for institutional change in STEM education because it enters classrooms before evidence can accumulate.","source":"verdict.pith_extraction.headline","status":"machine_extracted","claim_id":"C4","attestation":"unclaimed"}],"snapshot_sha256":"67e09412f22eb6b8ceba536bc345159e0a489d0b8fe2267b128ad9b3a3ec133c"},"source":{"id":"2605.12757","kind":"arxiv","version":1},"verdict":{"id":"a55dd093-576a-45b9-a780-344c2ab08c44","model_set":{"reader":"grok-4.3"},"created_at":"2026-05-14T19:53:50.109610Z","strongest_claim":"Collectively, the six dimensions and design implications constitute a new framework for adapting change models to support institutions under conditions of genuine uncertainty.","one_line_summary":"A six-dimension framework is proposed to adapt prior institutional change models in STEM education to the uncertainty and rapid arrival of generative AI.","pipeline_version":"pith-pipeline@v0.9.0","weakest_assumption":"That the assumptions underlying prior interactive engagement reforms do not hold for generative AI, specifically that it is an arrival technology entering classrooms before a sufficient pedagogical evidence base could form.","pith_extraction_headline":"Generative AI requires a new framework for institutional change in STEM education because it enters classrooms before evidence can accumulate."},"references":{"count":9,"sample":[{"doi":"10.18665/sr.322677","year":2014,"title":"Association of American Colleges and Universities. (2014). Achieving systemic change: A sourcebook for advancing and funding undergraduate STEM education. Abdurrahman, F. N., Turpen, C., & Sachmpazidi","work_id":"13a08404-5f05-41b4-83a6-c775210304f2","ref_index":1,"cited_arxiv_id":"","is_internal_anchor":false},{"doi":"","year":2017,"title":"G., & Deal, T","work_id":"06116b44-a7d4-458b-8af6-3d789d4e3c5f","ref_index":2,"cited_arxiv_id":"","is_internal_anchor":false},{"doi":"10.1787/704e2d12-en","year":2014,"title":"Borrego, M., & Henderson, C. (2014). Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education, 103(2), 220-252.","work_id":"d9507ab6-4955-4e3e-bb73-c4cf149248db","ref_index":3,"cited_arxiv_id":"","is_internal_anchor":false},{"doi":"","year":2024,"title":"https://www.digitaleducationcouncil.com/post/what-students-want-keyresults-from-dec-global-ai-student-survey- 2024 Engeström, Y. (1999). Activity theory and individual. Perspectives on activity theory","work_id":"68797169-99f5-4344-842d-764323a31e58","ref_index":4,"cited_arxiv_id":"","is_internal_anchor":false},{"doi":"10.1080/0144929x.2024.2394886","year":2025,"title":"Finkelstein, N. D. (2025). A principled way to think about AI in education: Guidance for action based on goals, models of human learning, and use of technologies. arXiv preprint arXiv:2510.01467. 21 G","work_id":"7a5d0145-f397-4308-b579-dfe01ef4ec27","ref_index":5,"cited_arxiv_id":"","is_internal_anchor":false}],"resolved_work":9,"snapshot_sha256":"829397ba86aeb293185e661505593ab0724904bc9e73cd6b0108e9a4ad8191ed","internal_anchors":0},"formal_canon":{"evidence_count":2,"snapshot_sha256":"111551ebb9b6a5544956b6650c1c8636cb5d9dd3ad159159f860f7940267e794"},"author_claims":{"count":0,"strong_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"builder_version":"pith-number-builder-2026-05-17-v1"}