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Artificial intelligence (AI) has been widely adopted in higher education. However, the current research on AI in higher education is limited lacking both breadth and depth. The present study fills the research gap by exploring faculty members' perception on teaching AI and data science related courses facilitated by an open experiential AI platform. Specifically, two focus groups are conducted among computer science and non-computer science faculty members to gauge their perception on the integration of AI in an experiential learning platform to teach data science, as well as their perception on AI powered data science curriculum in higher education. Findings reveal three major themes which are defining data science, assembling interdisciplinary teams, and building platform for connection. The study has both theoretical and practical implications.

Artificial intelligence (AI) has been widely adopted in higher education. However, the current research on AI in higher education is limited, lacking both breadth and depth. In the present study, we addressed this research gap by exploring students' perception of learning in AI-related courses facilitated by an open experiential AI platform. Specifically, we conducted 14 in-depth interviews with computer science and communication students gauging their perception of the integration of AI in an experiential learning platform to learn data science, as well as their perception of AI-powered data science curriculum in higher education. Findings revealed eight interconnected themes: regulation, balance, relevance, self-efficacy, comfortability, tangibility, application, and preparation. The findings of the present study have both theoretical and practical implications. Theoretically, they expand AI curriculum research by suggesting that real-world applications and experiential learning should be the core components to integrate into AI-related courses regardless of the discipline. Practically, the present study offers a valuable reference regarding the design of an AI-assisted online platform for students from different disciplines to learn AI.

As a central construct in the theory of service-learning, reciprocity for community partners is not often the subject of scholarship, especially scholarship that seeks to understand the benefits and opportunity costs of service-learning. This article explores how reciprocity works in higher education service-learning from the perspective of community partners. Through interviews, the study asked 24 community partners of a Midwestern private, not-for-profit university about their perspective of service-learning. The qualitative study used constructivist grounded theory to gain insight into the experiences of community partners.

Numerous studies examine the relationship between self-efficacy and positive outcomes for postsecondary students. Collectively they echo that self-efficacy is an essential component to positive outcomes. Relatively few studies focused on students with disabilities majoring in STEM fields. Twenty postsecondary students with disabilities participated in focus groups organized around Bandura's key factors leading to self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological reaction. By pairing participant-response devices, commonly known as "clickers," with traditional qualitative methods, students provided their individual perspectives as well as reacted to collective responses. Several cross-cutting themes emerged from the study. Instructors set the tone for learning and consequently highly influence confidence, motivation, anxiety and stress, and ultimately success. Applied learning is important, especially in team settings. A student's sense of self influences his or her perceptions of self-efficacy. The results offer insight into designing support services and measuring self-efficacy with this population. (Contains 1 table and 1 figure.)

As a central construct in the theory of service-learning, reciprocity for community partners is not often the subject of scholarship, especially scholarship that seeks to understand the benefits and opportunity costs of service-learning. This article explores how reciprocity works in higher education service-learning from the perspective of community partners. Through interviews, the study asked 24 community partners of a Midwestern private, not-for-profit university about their perspective of service-learning. The qualitative study used constructivist grounded theory to gain insight into the experiences of community partners. [ABSTRACT FROM AUTHOR]

Numerous studies examine the relationship between self-efficacy and positive outcomes for postsecondary students. Collectively they echo that self-efficacy is an essential component to positive outcomes. Relatively few studies focused on students with disabilities majoring in STEM fields. Twenty postsecondary students with disabilities participated in focus groups organized around Bandura's key factors leading to self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological reaction. By pairing participant-response devices, commonly known as "clickers," with traditional qualitative methods, students provided their individual perspectives as well as reacted to collective responses. Several cross-cutting themes emerged from the study. Instructors set the tone for learning and consequently highly influence confidence, motivation, anxiety and stress, and ultimately success. Applied learning is important, especially in team settings. A student's sense of self influences his or her perceptions of self-efficacy. The results offer insight into designing support services and measuring self-efficacy with this population. [ABSTRACT FROM AUTHOR]