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The potential benefits and challenges of AI in the workplace are documented with public service facing a particular choice to leverage this tool to better communities. This article explores the use of generative artificial intelligence (AI) tools in public service education. As students prepare to enter public service, they need to gain the skills to manage the advantages and threats of AI. This article explores one attempt to prepare students for the intersection of public service and AI using a human resource management course. This article explores the use of ChatGPT, as a generative AI tool, for both instructors and students across the academic year. We explore the pedagogical strategies involved and share outcomes and lessons learned for future integration of AI in the classroom. [ABSTRACT FROM AUTHOR]

Political bias in the academy is a topic of great controversy. Many conservatives have argued that liberals dominate American campuses and use their classrooms to indoctrinate students or to discriminate against those with differing political beliefs. Liberals have responded by calling studies that purport to demonstrate these claims as flawed or as attacks on academic freedom. Regardless of the magnitude of campus political bias, it is ill-advised for the scholarly community to argue that it is immune from bias because scholars simply are fair. This article focuses on one element of political bias: partisan "outcome" bias in grading. We proceed in several steps. First, we provide an overview of the problem of grading bias and the concerns about political bias. Next, we consider the attributes of political grading bias and the forms that it can take. We present the analytics of partisan outcome bias and logic of using "paired" assignments to eliminate outcome bias. We provide data and analysis concerning outcome bias from a course Rom has taught. We conclude with a discussion of the ethics of grading.

Foreign electoral interventions have attracted greater attention since the Russian intervention in the 2016 U.S. elections. Even though the United States has a long history of intervening in other countries' elections, evidence about what drives public support for U.S. foreign electoral intervention is scarce. This paper uses a new set of surveys and experiments to test hypotheses about what drives the American public's views of U.S. electoral interventions abroad. We find that there is no taboo against such U.S. interference in the American public. However, public support for U.S. election interference is not automatic. Respondents do not support interventions solely to advance U.S. interests or to protect democracy, although they prove more supportive of interventions on behalf of democratic parties that also favor U.S. interests or to protect longstanding democracies. Finally, support for an intervention rises when it is framed as responding to the actions of a great-power rival such as Russia. [ABSTRACT FROM AUTHOR]

Theorists offer many predictions about how Americans will respond to significant cyberattacks but systematic evaluations of American public opinion regarding these issues remain rare. We present results from a conjoint experiment and find that the public supports retaliation-in-kind against cyberattacks but is willing to escalate as the economic damage and human casualties of a hypothetical attack mount. Respondents support harsher retaliation after attacks carried out by terrorist groups or state agencies rather than those conducted by individuals or civilian hackers. Finally, the dynamics of the public's judgment regarding responses to a domestic or an international cyber attack are broadly similar. [ABSTRACT FROM AUTHOR]

Memory performance for sequences of letters positioned in particular spatial locations in a 3 x 3 grid was examined by requiring participants to recall attributes of the target stimuli given 1 or 2 features of the stimuli as cues. Cuing asymmetry was observed between the serial-position curves of object and sequential-order information, and location and sequential-order information, when the stimuli were presented in both the same and different locations. After correcting for response bias, this asymmetry was attenuated for the stimuli presented in different locations and was eliminated for the stimuli presented in the same location. Contrary to the predictions of the fragmentation hypothesis (G. V. Jones, 1976), asymmetry was also observed between object and location information. The roles of spatial location and response bias are offered as explanations for previous contradictory claims for cuing symmetry between item and order information.