Generative artificial intelligence (GenAI) tools are increasingly present in higher education, yet their adoption has been largely student-driven, requiring instructors to respond to technologies already embedded in classroom practices. While some faculty have embraced GenAI for pedagogical purposes such as content generation, assessment support, and curriculum design, others approach these tools with caution, citing concerns about student learning, assessment validity, and academic integrity. Understanding faculty perspectives is therefore essential for informing effective pedagogical strategies and institutional policies. In this paper, we present findings from a focus group study with 29 STEM faculty members at a large public university in the United States. We examine how faculty integrate GenAI into their courses, the benefits and challenges they perceive for student learning, and the institutional support they identify as necessary for effective and responsible adoption. Our findings highlight key patterns in how STEM faculty engage with GenAI, reflecting both active adoption and cautious use. Faculty described a range of pedagogical applications alongside concerns about student learning, assessment, and academic integrity. Overall, the results suggest that effective integration of GenAI in higher education requires rethinking assessment, pedagogy, and institutional governance in addition to technical adoption.

翻译：生成式人工智能（GenAI）工具在高等教育中的应用日益广泛，但其采纳过程主要由学生驱动，迫使教师必须对已融入课堂实践的技术作出回应。部分教师已将GenAI应用于教学内容生成、评估支持和课程设计等教学目的，而另一些教师则持谨慎态度，担忧其对学习效果、评估效度和学术诚信的潜在影响。因此，理解教师观点对于制定有效教学策略和机构政策至关重要。本文通过与美国一所大型公立大学29位STEM教师的焦点小组研究，探讨了教师如何将GenAI整合进课程体系、他们如何看待该技术对学生学习的利弊，以及他们认为有效且负责任地采纳技术需要哪些制度支持。研究发现揭示了STEM教师应用GenAI的核心模式，既包含积极采纳也体现审慎态度。教师在描述多种教学应用场景的同时，也表达了对学生学习、评估方式和学术诚信的担忧。总体而言，研究结果表明，高等教育中有效整合GenAI不仅需要技术采纳，更需对评估体系、教学方法和机构治理模式进行系统性重构。