{"id":4067,"date":"2026-02-10T19:41:50","date_gmt":"2026-02-10T19:41:50","guid":{"rendered":"https:\/\/www.mtsu.edu\/online\/?page_id=4067"},"modified":"2026-06-12T10:49:33","modified_gmt":"2026-06-12T10:49:33","slug":"understandingai","status":"publish","type":"page","link":"https:\/\/www.mtsu.edu\/online\/understandingai\/","title":{"rendered":"Understanding AI in the Teaching &amp; Learning Context"},"content":{"rendered":"\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-28f84493 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:70%\"><div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"2412\" height=\"590\" src=\"https:\/\/www.mtsu.edu\/online\/wp-content\/uploads\/sites\/72\/2026\/02\/Home-Banner-Example-6-1.png\" alt=\"Teaching Online in the Age of AI\" class=\"wp-image-4345\" style=\"object-fit:cover\" srcset=\"https:\/\/www.mtsu.edu\/online\/wp-content\/uploads\/sites\/72\/2026\/02\/Home-Banner-Example-6-1.png 2412w, https:\/\/www.mtsu.edu\/online\/wp-content\/uploads\/sites\/72\/2026\/02\/Home-Banner-Example-6-1-300x73.png 300w, https:\/\/www.mtsu.edu\/online\/wp-content\/uploads\/sites\/72\/2026\/02\/Home-Banner-Example-6-1-1024x250.png 1024w, https:\/\/www.mtsu.edu\/online\/wp-content\/uploads\/sites\/72\/2026\/02\/Home-Banner-Example-6-1-768x188.png 768w, https:\/\/www.mtsu.edu\/online\/wp-content\/uploads\/sites\/72\/2026\/02\/Home-Banner-Example-6-1-1536x376.png 1536w, https:\/\/www.mtsu.edu\/online\/wp-content\/uploads\/sites\/72\/2026\/02\/Home-Banner-Example-6-1-2048x501.png 2048w\" sizes=\"auto, (max-width: 2412px) 100vw, 2412px\" \/><\/figure>\n<\/div>\n\n\n<p>A few years ago, many online instructors had the same reaction to artificial intelligence: interesting, but not my problem yet. Then, almost overnight, generative AI became part of everyday student workflow\u2014used to brainstorm, summarize readings, reword discussion posts, and draft papers.<\/p>\n\n\n\n<p>If you\u2019re teaching online today, AI is already in your learning environment\u2014whether you invited it in or not. The goal of this section is to give you a clear, usable understanding of what generative AI is, what it can and cannot do, and why this is fundamentally a teaching and learning issue (not just a technology issue).<\/p>\n\n\n\n<div class=\"wp-block-mtsu-blocks-expandable-block accordion expandable-group expandable-group-lightblock\" id=\"newExpandable\">\n<div class=\"wp-block-mtsu-blocks-expandable-item accordion-item expandable-heading expandable-heading-lightblock\"><h2 class=\"accordion-header\" id=\"headingstrongwhat-we-mean-by-ai-in-higher-education-strong\"><button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#collapsenewExpandablestrongwhat-we-mean-by-ai-in-higher-education-strong\" aria-expanded=\"false\" aria-controls=\"collapsenewExpandablestrongwhat-we-mean-by-ai-in-higher-education-strong\"><strong>What We Mean by \u201cAI\u201d in Higher Education<\/strong><\/button><\/h2><div id=\"collapsenewExpandablestrongwhat-we-mean-by-ai-in-higher-education-strong\" class=\"accordion-collapse collapse expandable-content expandable-content-lightblock\" aria-labelledby=\"headingstrongwhat-we-mean-by-ai-in-higher-education-strong\" data-bs-parent=\"#newExpandable\"><div class=\"accordion-body\">\n<p>In most higher-ed conversations right now, \u201cAI\u201d usually means generative AI\u2014tools that produce text, images, code, audio, or summaries from prompts written in natural language. These tools don\u2019t think or understand content the way humans do. They generate likely responses based on patterns in large datasets.<\/p>\n\n\n\n<p>That distinction matters because instructional decisions depend on it. If AI truly \u201cunderstood\u201d content, it might represent a replacement for learning. But it doesn\u2019t. It predicts language patterns based on probability. That means it can sound fluent without being correct, thoughtful without being analytical, and confident without being accurate.<\/p>\n\n\n\n<p>Generative AI is often fluent and confident, but not consistently accurate, context-aware, or discipline-sensitive. In other words, it can produce something that looks like strong academic work without actually demonstrating student learning.<\/p>\n\n\n\n<p>A practical way to frame this: generative AI can help with expression and structure, but it cannot reliably replace reasoning, judgment, or course-specific understanding.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-mtsu-blocks-expandable-item accordion-item expandable-heading expandable-heading-lightblock\"><h2 class=\"accordion-header\" id=\"headingstrongwhy-students-are-drawn-to-ai-especially-online-strong\"><button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#collapsenewExpandablestrongwhy-students-are-drawn-to-ai-especially-online-strong\" aria-expanded=\"false\" aria-controls=\"collapsenewExpandablestrongwhy-students-are-drawn-to-ai-especially-online-strong\"><strong>Why Students Are Drawn to AI (Especially Online)<\/strong><\/button><\/h2><div id=\"collapsenewExpandablestrongwhy-students-are-drawn-to-ai-especially-online-strong\" class=\"accordion-collapse collapse expandable-content expandable-content-lightblock\" aria-labelledby=\"headingstrongwhy-students-are-drawn-to-ai-especially-online-strong\" data-bs-parent=\"#newExpandable\"><div class=\"accordion-body\">\n<p>Understanding student motivation is critical before making policy decisions. Online students often juggle work, family responsibilities, time constraints, and asynchronous deadlines. AI tools promise speed, clarity, and support\u2014three things that feel especially valuable in online environments.<\/p>\n\n\n\n<p>You are likely to see AI used in the following ways:<\/p>\n\n\n\n<p>Common \u201clegitimate\u201d uses you\u2019re likely to see:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Getting started (brainstorming topics, outlining, generating examples)<\/li>\n\n\n\n<li>Reducing confusion (summarizing a dense reading before engaging with it)<\/li>\n\n\n\n<li>Language support (rephrasing for clarity or tone)<\/li>\n\n\n\n<li>Studying (practice questions, explanations at different levels)<br><\/li>\n<\/ul>\n\n\n\n<p>These uses often resemble academic support tools rather than intentional misconduct. At the same time, misuse tends to increase under predictable conditions.<\/p>\n\n\n\n<p>Misuse typically increases when students feel:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>uncertain about expectations,<\/li>\n\n\n\n<li>pressed for time,<\/li>\n\n\n\n<li>unclear about what \u201ccounts\u201d as learning in an assignment.<\/li>\n<\/ul>\n\n\n\n<p>The takeaway: AI use is not always about laziness. Often it reflects pressure, confusion, or lack of clarity\u2014which is exactly why the next sections focus on expectations and assessment design.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-mtsu-blocks-expandable-item accordion-item expandable-heading expandable-heading-lightblock\"><h2 class=\"accordion-header\" id=\"headingstrongwhat-ai-can-do-welland-where-it-breaks-down-strong\"><button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#collapsenewExpandablestrongwhat-ai-can-do-welland-where-it-breaks-down-strong\" aria-expanded=\"false\" aria-controls=\"collapsenewExpandablestrongwhat-ai-can-do-welland-where-it-breaks-down-strong\"><strong>What AI Can Do Well\u2014and Where It Breaks Down<\/strong><\/button><\/h2><div id=\"collapsenewExpandablestrongwhat-ai-can-do-welland-where-it-breaks-down-strong\" class=\"accordion-collapse collapse expandable-content expandable-content-lightblock\" aria-labelledby=\"headingstrongwhat-ai-can-do-welland-where-it-breaks-down-strong\" data-bs-parent=\"#newExpandable\"><div class=\"accordion-body\">\n<p>Rather than framing AI as either \u201cgood\u201d or \u201cbad,\u201d it\u2019s more useful to think of it in terms of strengths and limitations. Knowing what it does well allows you to anticipate student behavior. Knowing where it breaks down helps you design assessments more effectively.<\/p>\n\n\n\n<p>AI often helps at the early stages of work:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Brainstorming<\/li>\n\n\n\n<li>Organizing ideas<\/li>\n\n\n\n<li>Drafting a rough structure<\/li>\n\n\n\n<li>Generating practice questions<\/li>\n\n\n\n<li>Rephrasing for clarity<\/li>\n<\/ul>\n\n\n\n<p>These are preparatory or surface-level tasks. Problems arise when AI is used to replace deeper cognitive work.<\/p>\n\n\n\n<p>AI is less reliable when the task requires:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Accurate facts without verification<\/li>\n\n\n\n<li>Real sources (it may fabricate citations)<\/li>\n\n\n\n<li>Context and nuance in your discipline<\/li>\n\n\n\n<li>Original analysis tied to course materials<\/li>\n\n\n\n<li>Demonstrating learning (it can simulate it, not prove it)<\/li>\n<\/ul>\n\n\n\n<p>When assignments require integration of course-specific material, interpretation of feedback, or application of theory to class discussions, AI becomes far less effective as a shortcut.<\/p>\n\n\n\n<p>A good rule of thumb for faculty and students: treat AI output as a draft to critique\u2014not an answer to submit.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-mtsu-blocks-expandable-item accordion-item expandable-heading expandable-heading-lightblock\"><h2 class=\"accordion-header\" id=\"headingstrongwhy-universities-treat-ai-as-a-teaching-issue-not-a-tech-issue-strong\"><button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#collapsenewExpandablestrongwhy-universities-treat-ai-as-a-teaching-issue-not-a-tech-issue-strong\" aria-expanded=\"false\" aria-controls=\"collapsenewExpandablestrongwhy-universities-treat-ai-as-a-teaching-issue-not-a-tech-issue-strong\"><strong>Why Universities Treat AI as a Teaching Issue, Not a Tech Issue<\/strong><\/button><\/h2><div id=\"collapsenewExpandablestrongwhy-universities-treat-ai-as-a-teaching-issue-not-a-tech-issue-strong\" class=\"accordion-collapse collapse expandable-content expandable-content-lightblock\" aria-labelledby=\"headingstrongwhy-universities-treat-ai-as-a-teaching-issue-not-a-tech-issue-strong\" data-bs-parent=\"#newExpandable\"><div class=\"accordion-body\">\n<p>You may notice that AI guidance often comes from centers for teaching and learning rather than IT departments. That placement is intentional.<\/p>\n\n\n\n<p>AI forces instructors to revisit core pedagogical questions:<\/p>\n\n\n\n<p>\u2022 What am I really assessing\u2014final product, or thinking process?<br>\u2022 What does \u201coriginal work\u201d mean when tools can generate polished writing instantly?<br>\u2022 How do I design activities that make learning visible?<\/p>\n\n\n\n<p>These are not technical questions. They are instructional ones.<\/p>\n\n\n\n<p>In online courses\u2014where assessment often relies heavily on written products\u2014these questions matter even more. The most effective responses are pedagogical: clearer expectations, better assessment design, and transparent communication.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-mtsu-blocks-expandable-item accordion-item expandable-heading expandable-heading-lightblock\"><h2 class=\"accordion-header\" id=\"headingstronga-helpful-mental-model-ai-as-a-study-partner-not-a-stand-in-strong\"><button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#collapsenewExpandablestronga-helpful-mental-model-ai-as-a-study-partner-not-a-stand-in-strong\" aria-expanded=\"false\" aria-controls=\"collapsenewExpandablestronga-helpful-mental-model-ai-as-a-study-partner-not-a-stand-in-strong\"><strong>A Helpful Mental Model: AI as a Study Partner, Not a Stand-In<\/strong><\/button><\/h2><div id=\"collapsenewExpandablestronga-helpful-mental-model-ai-as-a-study-partner-not-a-stand-in-strong\" class=\"accordion-collapse collapse expandable-content expandable-content-lightblock\" aria-labelledby=\"headingstronga-helpful-mental-model-ai-as-a-study-partner-not-a-stand-in-strong\" data-bs-parent=\"#newExpandable\"><div class=\"accordion-body\">\n<p>Metaphors can make policy clearer for students. One that resonates across institutions is the idea of AI as a study partner.<\/p>\n\n\n\n<p>A study partner can:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Help you think through ideas<\/li>\n\n\n\n<li>Ask clarifying questions<\/li>\n\n\n\n<li>Offer explanations<\/li>\n\n\n\n<li>Provide practice<\/li>\n<\/ul>\n\n\n\n<p>But they cannot:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Take an exam for you<\/li>\n\n\n\n<li>Submit work under your name<\/li>\n\n\n\n<li>Replace your responsibility<\/li>\n<\/ul>\n\n\n\n<p>This framing shifts the conversation away from surveillance and toward learning. It helps students understand boundaries without assuming bad intent.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-mtsu-blocks-expandable-item accordion-item expandable-heading expandable-heading-lightblock\"><h2 class=\"accordion-header\" id=\"headingstrongequity-access-and-transparency-matter-strong\"><button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#collapsenewExpandablestrongequity-access-and-transparency-matter-strong\" aria-expanded=\"false\" aria-controls=\"collapsenewExpandablestrongequity-access-and-transparency-matter-strong\"><strong>Equity, Access, and Transparency Matter<\/strong><\/button><\/h2><div id=\"collapsenewExpandablestrongequity-access-and-transparency-matter-strong\" class=\"accordion-collapse collapse expandable-content expandable-content-lightblock\" aria-labelledby=\"headingstrongequity-access-and-transparency-matter-strong\" data-bs-parent=\"#newExpandable\"><div class=\"accordion-body\">\n<p>AI use does not occur on a level playing field. Students differ in:<\/p>\n\n\n\n<p>\u2022 not all students have equal access to paid tools,<br>\u2022 not all students have equal familiarity with prompting,<br>\u2022 some students use AI for accessibility or language support,<br>\u2022 others avoid it out of fear.<\/p>\n\n\n\n<p>Because of this variability, clarity becomes an equity issue. When expectations are ambiguous, the advantage goes to students who are most comfortable navigating gray areas.<\/p>\n\n\n\n<p>Transparency\u2014about what is allowed, what is not, and why\u2014reduces that imbalance.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-mtsu-blocks-expandable-item accordion-item expandable-heading expandable-heading-lightblock\"><h2 class=\"accordion-header\" id=\"headingstrongpractical-next-steps-you-can-use-this-week-strong\"><button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#collapsenewExpandablestrongpractical-next-steps-you-can-use-this-week-strong\" aria-expanded=\"false\" aria-controls=\"collapsenewExpandablestrongpractical-next-steps-you-can-use-this-week-strong\"><strong>Practical Next Steps You Can Use This Week<\/strong><\/button><\/h2><div id=\"collapsenewExpandablestrongpractical-next-steps-you-can-use-this-week-strong\" class=\"accordion-collapse collapse expandable-content expandable-content-lightblock\" aria-labelledby=\"headingstrongpractical-next-steps-you-can-use-this-week-strong\" data-bs-parent=\"#newExpandable\"><div class=\"accordion-body\">\n<p>It\u2019s easy to feel like AI requires sweeping policy changes. It doesn\u2019t.<\/p>\n\n\n\n<p>If you want one simple move that reduces confusion immediately:<\/p>\n\n\n\n<p>Add a short \u201cAI use expectations\u201d statement somewhere students will actually see it (syllabus + major assignment instructions).<\/p>\n\n\n\n<p>Even a few sentences can prevent most of the \u201cI didn\u2019t know\u201d problems.<\/p>\n\n\n\n<p>You don\u2019t have to decide everything today. You just need to reduce guesswork.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-mtsu-blocks-expandable-item accordion-item expandable-heading expandable-heading-lightblock\"><h2 class=\"accordion-header\" id=\"headingstronglearning-more-trusted-faculty-focused-resources-strong\"><button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#collapsenewExpandablestronglearning-more-trusted-faculty-focused-resources-strong\" aria-expanded=\"false\" aria-controls=\"collapsenewExpandablestronglearning-more-trusted-faculty-focused-resources-strong\"><strong>Learning More: Trusted, Faculty-Focused Resources<\/strong><\/button><\/h2><div id=\"collapsenewExpandablestronglearning-more-trusted-faculty-focused-resources-strong\" class=\"accordion-collapse collapse expandable-content expandable-content-lightblock\" aria-labelledby=\"headingstronglearning-more-trusted-faculty-focused-resources-strong\" data-bs-parent=\"#newExpandable\"><div class=\"accordion-body\">\n<p>If you want examples and deeper guidance written specifically for instructors, the following resources provide pedagogical framing and sample language:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Harvard University \u2013 Teaching with AI<\/strong><br><a href=\"https:\/\/www.harvard.edu\/ai\/teaching-resources\/\" target=\"_blank\" rel=\"noreferrer noopener\">Teach with Generative AI<\/a><br>Practical, faculty-friendly guidance focused on pedagogy rather than tools.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Dartmouth College \u2013 Teaching with Generative AI<\/strong><a href=\"https:\/\/sites.dartmouth.edu\/genai\/faculty\/\" target=\"_blank\" rel=\"noreferrer noopener\"><br>GenAI at Dartmouth<\/a><br>Clear explanations, examples, and teaching considerations.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Cornell University \u2013 Generative AI in Teaching &amp; Learning<\/strong><a href=\"https:\/\/academicinnovation.cornell.edu\/gen-ai\/\" target=\"_blank\" rel=\"noreferrer noopener\"><br>GenAI in Teaching and Learning<\/a><br>Thoughtful framing around intentional use, integrity, and assessment.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Stanford HAI \u2013 AI &amp; Education Resources<\/strong><br><a href=\"https:\/\/hai.stanford.edu\/education\" target=\"_blank\" rel=\"noreferrer noopener\">Standford HAI<\/a><br>Research-informed perspectives on how AI intersects with learning.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>EDUCAUSE \u2013 AI in Higher Education<\/strong><a href=\"https:\/\/library.educause.edu\/topics\/teaching-and-learning\/teaching-with-artificial-intelligence?utm_source=chatgpt.com\" target=\"_blank\" rel=\"noreferrer noopener\"><br>Teaching with Artificial Intelligence<\/a><br>Sector-wide analysis, policy considerations, and teaching implications.<\/li>\n<\/ul>\n\n\n\n<p>These resources consistently emphasize clarity, design, and transparency over reactive enforcement.<\/p>\n<\/div><\/div><\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><\/h2>\n\n\n\n<h2 class=\"wp-block-heading\"><\/h2>\n\n\n\n<p><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><\/h2>\n\n\n\n<p><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><\/h2>\n\n\n\n<p><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:30%\">\n<h2 class=\"wp-block-heading has-text-align-left\">Table of Contents<\/h2>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-lightgray-color has-alpha-channel-opacity has-lightgray-background-color has-background is-style-wide\" \/>\n\n\n\n<div class=\"wp-block-buttons alignfull is-vertical is-layout-flex wp-container-core-buttons-is-layout-fe9cc265 wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-mtsublue-background-color has-background has-text-align-left wp-element-button\" href=\"https:\/\/www.mtsu.edu\/online\/ai\/\">Teaching Online in the Age of AI<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-mtsublue-background-color has-background has-text-align-left wp-element-button\" href=\"https:\/\/www.mtsu.edu\/online\/understandingai\/\">Understanding AI in the Teaching &amp; Learning Context<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-mtsublue-background-color has-background has-text-align-left wp-element-button\" href=\"https:\/\/www.mtsu.edu\/online\/policies\/\">Setting Clear Expectations: Course &amp; Assignment-Level AI Policies <\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-mtsublue-background-color has-background has-text-align-left wp-element-button\" href=\"https:\/\/www.mtsu.edu\/online\/integrity\/\">Academic Integrity in the Age of AI<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-mtsublue-background-color has-background has-text-align-left wp-element-button\" href=\"https:\/\/www.mtsu.edu\/online\/assessments\/\">Designing Assessments and Activities that Discourage AI Cheating<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-mtsublue-background-color has-background wp-element-button\" href=\"https:\/\/www.mtsu.edu\/online\/ethical\/\">Responsible, Ethical, and Secure Use of AI<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<p><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>A few years ago, many online instructors had the same reaction to artificial intelligence: interesting, but not my problem yet. Then, almost overnight, generative AI became part of everyday student workflow\u2014used to brainstorm, summarize readings, reword discussion posts, and draft papers. If you\u2019re teaching online today, AI is already in your learning environment\u2014whether you invited [&hellip;]<\/p>\n","protected":false},"author":165,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4067","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.mtsu.edu\/online\/wp-json\/wp\/v2\/pages\/4067","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.mtsu.edu\/online\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.mtsu.edu\/online\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.mtsu.edu\/online\/wp-json\/wp\/v2\/users\/165"}],"replies":[{"embeddable":true,"href":"https:\/\/www.mtsu.edu\/online\/wp-json\/wp\/v2\/comments?post=4067"}],"version-history":[{"count":1,"href":"https:\/\/www.mtsu.edu\/online\/wp-json\/wp\/v2\/pages\/4067\/revisions"}],"predecessor-version":[{"id":4801,"href":"https:\/\/www.mtsu.edu\/online\/wp-json\/wp\/v2\/pages\/4067\/revisions\/4801"}],"wp:attachment":[{"href":"https:\/\/www.mtsu.edu\/online\/wp-json\/wp\/v2\/media?parent=4067"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}