ABSTRACTRecent advancements in artificial intelligence (AI) have raised contentious questions and spawned divided opinions regarding the future of education. The polarization it brings to the academy seems to be breaking between the soft and hard disciplines and is reminiscent of the Science Wars of the 1990s. This chapter highlights the philosophical dimensions of integrating AI, particularly generative AI, within higher education and emphasizes the role communal‐building philosophies can play in efforts to rehumanize higher education. We contend AI's implications for human learning transcend the boundaries that mark our academic fields and provide an opportunity to exceed our disciplinary silos. We seek ways to avoid the academic infighting characterized by the academy's recent past and advocate for higher education's unity regarding cultivating intelligence. We argue AI should reflect human intelligence and higher education's response should be one worthy of our collective humanity.

ABSTRACTNeoliberalism is ubiquitous in higher education. In its dedication to efficiency and measurement, neoliberalism poses threats to the arts and humanities, especially their least measurable, most human qualities. Guided by an institutional logics framework, this multiple case study gauged how arts and humanities faculty can navigate this tension as they develop new academic majors and minors. Findings detail collaborative and top‐down decision‐making and the importance to faculty of supporting students and advancing academic fields. Faculty showed how they employed hybrid logics by striking balances and compartmentalizing actions. Their actions emphasized adaptations to neoliberalism while advancing academic and democratic logics.

ABSTRACTHow can we provide a quality student experience, cultivate human connections, and create learning and working environments in which all members of an institution can thrive? The purpose of this chapter is to highlight how the Appreciative Education theory‐to‐practice framework can help guide institutions in becoming Appreciative Campuses by providing a fully human‐centered approach for rehumanizing, recentering, and reinvigorating college campuses. We highlight the strides and strategies by which institutions may become Appreciative Campuses, to ultimately address postsecondary challenges through an intentional, human‐centered approach.

ABSTRACTThis New Directions in Teaching and Learning issue has focused on rehumanizing higher education. Authors have highlighted a wide array of important topics that are relevant to ensuring the humanizing purposes of higher education are met by today's and tomorrow's colleges and universities. The author highlights reminds us that higher education is part of a larger system, including communities near and far that shape and are shaped by tertiary institutions. The author highlights central principles and practices (Mutuality, Asset‐based, and Relationship Stewardship) that should inform humanizing work. The author highlights also includes an admonishment for members of the higher education communities to recognize and embrace the wisdom that exists outside of the ivory tower.

ABSTRACTThis chapter responds to the recent crisis surrounding developments in large language models (LLMs) and generative AI with a relational view of education informed by the emerging world‐centered approach to education and a synthesis of personalist character formation with feminist care ethics. It proposes that the instinct to manage student use of generative AI with carceral practices, characterized by surveillance and control, undermines the project of forming students as whole persons who can evaluate and use or reject emerging technologies in a mature way. The chapter concludes with practical suggestions for the classroom that can be aligned with institutional strategic plans.

ABSTRACTIn this chapter, we reconcile vocationalist and humanist education by embracing pre‐professional programs’ humanizing potential. Inspired by Freire and hooks’ critical praxes, we define “humanization” as facilitating mutual relationships and respect between people. We draw from our experiences as educators and clinical supervisors in pre‐professional programs to build on Wendell Berry's notion of “work” as a humanizing endeavor. We offer concrete examples from our respective teaching practices in student affairs leadership and recreational therapy to reveal how our pedagogies invigorate professional competencies by emphasizing humanizing principles. We conclude by summarizing lessons learned as humanizing educators and offer suggestions for practice.

ABSTRACTThe push toward efficiency in higher education is occurring as increasing numbers of faculty and students are struggling with mental health concerns and the world appears progressively polarized. However, education, at its core, can foster hope and effect positive change. This chapter presents a pedagogy of authentic hope that relies on constructivist, community‐engaged teaching. As students become involved in responding to community issues, they develop a first‐hand understanding of societal issues that fosters self‐efficacy. These experiences can ultimately inspire students to be aware that they are part of shared, collaborative efforts that have the potential to dramatically improve our societies.

ABSTRACTDrawing from Scholarship of Teaching and Learning alongside belongingness research, this manuscript examines why students perceive the dependence of academic belonging on performance, especially early in an academic program. It then offers suggestions for crafting learning environments that (a) grow student capacities to (re‐)envision perceptions of competence and (b) broaden student perceptions of sources that support their academic belonging. Suggestions provide possibilities for shifting students’ belonging‐performance dependence to a belonging‐competence mindset, thereby rehumanizing learning for students and facilitating welcoming, equitable, and learning‐centered (vs. performance‐centered) environments.

ABSTRACTThis article explores the response of higher education to the global refugee crisis, highlighting the notably low 6% enrollment rate for individuals with refugee backgrounds. We discuss the struggles of refugee students and trace the evolving support efforts by humanitarian and educational organizations. Recognizing the daunting task of identifying actionable steps in the face of extensive displacement, we introduce LCC International University in Europe as a model of effective engagement. We conclude that while policy frameworks are foundational, the real transformation within higher education stems from the actions of individuals, emphasizing the role of compassion in rehumanizing education.