Generative AI (GenAI) has brought opportunities and challenges for higher education as it integrates into teaching and learning environments. As instructors navigate this new landscape, understanding their engagement with and attitudes toward GenAI is crucial. We surveyed 178 instructors from a single U.S. university to examine their current practices, perceptions, trust, and distrust of GenAI in higher education in March 2024. While most surveyed instructors reported moderate to high familiarity with GenAI-related concepts, their actual use of GenAI tools for direct instructional tasks remained limited. Our quantitative results show that trust and distrust in GenAI are related yet distinct; high trust does not necessarily imply low distrust, and vice versa. We also found significant differences in surveyed instructors' familiarity with GenAI across different trust and distrust groups. Our qualitative results show nuanced manifestations of trust and distrust among surveyed instructors and various approaches to support calibrated trust in GenAI. We discuss practical implications focused on (dis)trust calibration among instructors.

翻译：生成式人工智能（GenAI）融入教学环境，为高等教育带来了机遇与挑战。当教师在这一新领域中探索时，理解他们对GenAI的参与度与态度至关重要。我们于2024年3月对一所美国大学的178名教师进行了调查，以考察他们在高等教育中对GenAI的当前实践、认知、信任及不信任状况。尽管大多数受访教师表示对GenAI相关概念具有中等至较高的熟悉度，但他们将GenAI工具直接用于教学任务的实际使用仍然有限。我们的定量结果表明，对GenAI的信任与不信任既相关又彼此独立；高信任度并不必然意味着低不信任度，反之亦然。我们还发现，在不同信任与不信任群体中，受访教师对GenAI的熟悉度存在显著差异。我们的定性结果揭示了受访教师中信任与不信任的微妙表现，以及支持对GenAI形成校准信任的各种方法。我们讨论了聚焦于教师间（不）信任校准的实践意义。