Greg Morris, Ed.D., Senior Vice Provost at Dallas College, exemplifies the mission of the BRIDGE Coalition through his dedication to creating equitable, student-centered programs that address the challenges of modern higher education. By championing initiatives like IncludED, which eliminates barriers to accessing course materials, and fostering innovative approaches to AI integration in learning, Greg’s work reflects the BRIDGE Coalition’s commitment to empowering students and educators alike.  

To share his perspectives on removing student barriers and the most effective use of AI technology in higher education, Greg provided answers to two key questions shaping the future of learning. 

Greg Morris, Ed.D.

Senior Vice Provost

Dallas College

Q: What, in your opinion, is the single most important factor in determining student success at your institution?

A: "When we talk about basic needs, we often focus on housing and food insecurity. But for many Dallas College students, time insecurity is just as real. 

Our students are balancing work, school, and family responsibilities. For many, simply making it to class is an accomplishment. Yet higher education often adds unnecessary friction — including the scramble to secure course materials. 

While IncludED is often discussed in terms of financial savings, its greatest impact is eliminating uncertainty and delay. Before the program, students spent valuable time searching for affordable textbooks, worrying about outdated editions, or waiting until they could afford to buy materials. 

IncludED removes that barrier and, in doing so, giving them back critical time. Students have access to required materials on day one, allowing them to focus immediately on learning. 

For students navigating time insecurity, reducing friction isn’t just convenient — it’s transformative equity."

Q: Are you concerned about cheating, the impact of social media or AI-generated content influencing study habits? 

A: "Three years ago, I would have answered this question very differently. Like many institutions, our initial response to AI centered on concerns about academic integrity. 

At Dallas College, however, we made a deliberate decision to shift the narrative — from policing AI as a tool for cheating to exploring it as a tool for learning. 

Over the past year, more than 100 full-time faculty members — across Career and Technical Education and the liberal arts — have engaged in deep work around AI fluency, ethical use, and instructional design. What began as exploration around eradicating cheating has evolved into transformation. Faculty are not only using AI themselves; many are intentionally designing assignments that incorporate and teach ethical AI use. 

I believe the pace of AI advancement will rival — and likely exceed — anything we have experienced in higher education. But I also believe this moment presents extraordinary opportunity. We can build AI-augmented learning environments that personalize instruction, elevate the role of faculty, and free instructors from routine administrative tasks so they can focus on mentorship, feedback, and deeper student engagement. 

The question is no longer whether AI belongs to education. The question is how we lead its integration responsibly and intentionally."