Student experience is at the heart of the Commission's work. Our five workgroups bring together diverse perspectives and expertise to identify challenges, explore opportunities, and consider how AI and other innovative approaches might improve the student journey at Lane.
The Commission connects this work across the college, helping ensure our efforts remain collaborative, responsible, and focused on meaningful improvements for students.
Our shared student experience question
What barriers do students encounter throughout their journey at Lane?
The commission advises the President, monitors AI developments, and supports campus dialogue and AI literacy. Workgroup recommendations inform that advisory role; policy, implementation, and operational decisions follow Lane’s established processes. Read the commission’s charge and scope.
Explore the workgroups
2026 member priorities: AI literacy (WG3), governance (WG1), teaching and assessment (WG4), programs and workforce (WG2), then infrastructure (WG5). This order comes from the member prioritization survey reported on the published Google Site; workgroup numbers identify groups, not rank.
WG1: Governance, Policy, and Security
Essential question: How do we ensure innovations protect student rights, privacy, accessibility, and institutional responsibilities?
Also asks: How can policy and data safeguards support transparency, trustworthy information, and human judgment?
For students: Protect personal information, support trustworthy decisions, and create consistent expectations across the college.
Current priorities: Support the employee AI use policy recommendation through governance; Examine transparency, human judgment, and ethical institutional practices.
2025–26 report update: Work began in spring 2026. The commission approved its employee AI use policy recommendation in May; College Council held a first read in June. Data governance is the next major area of work identified in the report.
WG2: Academic Programs and Workforce Innovation
Essential question: How can we support meaningful, accessible learning experiences and strengthen student agency?
Also asks: How should courses and credentials evolve to meet regional workforce needs?
For students: Build relevant skills and pathways into employment and continued learning.
Current priorities: Explore AI-related courses, certificates, degrees, and integration into existing disciplines; Identify needs in healthcare, business, and other career fields; Work with CTE advisory groups and workforce partners on regional needs.
2026–27 report plan: Activation in fall 2026. Contact the co-chairs for current participation and meeting information.
WG3: AI Literacy, Professional Development, and Culture
Essential question: How do we help students and employees understand, access, and responsibly use emerging technologies?
Also asks: What AI literacy and professional learning help our campus evaluate AI critically?
For students: Strengthen the ability to critically evaluate AI and support employees in guiding learning and providing services responsibly.
Current priorities: Refine a shared definition of AI literacy and explore its place within an information literacy institutional learning outcome; Identify foundational and role-specific professional learning needs with campus partners; Support discussion and experimentation that consider bias, limitations, privacy, and environmental impacts.
2025–26 report update: Work began in spring 2026. A candidate AI literacy framework has been identified; refinement and AI Literacy learning outcome recommendations continue into fall. These remain proposals for institutional consideration.
WG4: Teaching Integrity and Student Assessment
Essential question: How do we support responsible AI use while protecting academic integrity, trust, and human agency?
Also asks: How can authentic assessment and appropriate proctoring fairly demonstrate student learning?
For students: Create fair opportunities to demonstrate learning and clarify course expectations.
Current priorities: Research in designing authentic, project-based assessments; Examine assessment and proctoring needs in online and hybrid courses; Consider practices that maintain integrity and support student learning.
2026–27 report plan: Activation in fall 2026. Faculty Council has established an Assessment of Authentic Learning Task Force. Contact the co-chairs for current participation and meeting information.
WG5: Infrastructure, Sustainability, and Operational Efficiency
Essential question: What technological capabilities and limitations affect our ability to improve student services and learning?
Also asks: How can tool access and efficient services be sustained while reducing environmental impacts?
For students: Improve access to services and support systems while considering privacy, environmental impacts, and responsible use of resources.
Current priorities: Explore AI and assistive tools for retention, accessibility, advising, belonging, and college operations; Examine access to college-supported tools and campus-wide memberships; Consider energy use, infrastructure, and AI systems’ lifecycle impacts.
2025–26 report update: Organized in May 2026, with summer work identified in the annual report.
Connection to the AI Task Force recommendations
The priorities and updates above draw from the 2025–26 annual report and its 2026–27 plan. The published Google Site connects each workgroup to the Presidential AI Task Force (AITF) recommendations:
- WG1: 3.1, 4.1.1–4.1.6, 8.1
- WG2: 7.1.1–7.1.3, 7.2
- WG3: 1.1, 2.1.1–2.1.3, 2.2.1–2.2.2, 5.3
- WG4: 3.2, 3.3
- WG5: 1.2, 4.1.7, 5.1–5.4, 6.1, 8.2
Read the AITF final report and recommendations (Google Drive; sign-in may be required).
Help shape the work
Students and employees can share a perspective, raise a question, or ask about participation. Contact the commission co-chairs for current workgroup and meeting information.