California State University (CSU): Open Journal Systems
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Ski & Read: A Montana State University Honors College Experience
No full textIn the Ski & Read program, Montana State University Honors College faculty take students out of the classroom to learn in nature and engage in scholarship. Ski & Read operates in Yellowstone National Park (YNP) and promotes place-based learning as students study YNP by skiing its trails, hiking its icy traverses, and engaging in more conventional scholarship such as presentations, conversations, and readings curated by the YNP Deputy Superintendent. Students then synthesize their newfound knowledge through fireside conversations and written, reflective expositions
Fish Stinks at the Head: Selecting University Presidents for the AI Era
Full text linkThis article proposes and analytically illustrates a presidential selection framework designed to reduce leadership misplacement and strengthen institutional learning capacity in the AI era. Using a theory-building analytic approach with structured document analysis, the paper examines presidential search signals, early-tenure leadership behaviors, and institutional indicators related to trust climate, shared governance functioning, and AI-era change readiness. The primary contribution is a practical, evidence-based Presidential Search Rubric that boards and search committees can apply to evaluate candidates using enacted evidence rather than prestige-only indicators
AI Dependency vs. Doctoral Identity: How Generative AI is Challenging the Development of Independent Scholarly Thinking in Doctoral Students
Full text linkThe rise of Generative Artificial Intelligence (GenAI) in higher education has altered the conditions under which doctoral students learn, research, and develop as scholars. Although doctoral student use of GenAI has accelerated rapidly, institutional frameworks for responsible and developmentally appropriate use have not kept pace. This paper examines a central paradox in doctoral education: the same tools that enhance research productivity may also weaken intellectual independence when used without guidance. Using a critical review methodology, the study synthesizes 47 sources on doctoral education, GenAI use, policy, and epistemic development. Three interconnected dimensions of risk emerged from the analysis: critical thinking attrition, knowledge authenticity erosion, and doctoral identity disruption. The paper introduces a conceptual distinction between AI as a productivity instrument and AI as a surrogate for independent scholarship, arguing that this distinction should guide doctoral AI policy. At the same time, the review recognizes that GenAI can support doctoral learning when institutions provide developmental boundaries, competency-based guidance, and active supervision
An Extension of the sl(n) Polynomial to Knotted 4-Valent Graphs
Full text linkWe use planar 4-valent graphs and a graphical calculus involving such graphs to construct an invariant for balanced-oriented, knotted 4-valent graphs. Our invariant is an extension of the sl(n) polynomial for classical knots and links. We also provide a minimal generating set of Reidemeister-type moves for diagrams of balanced-oriented, knotted 4-valent graphs
On the Measurement of AI Literacy Among Students in Higher Education: A Scoping Review
Full text linkArtificial intelligence (AI) literacy is essential in higher education. This scoping review maps how AI literacy is measured among higher education students. Using Arksey and O’Malley’s (2005) five-stage framework, we searched five databases, screened 190 records, and included 39 studies. We synthesized definitions, instruments, construct dimensions, theoretical frameworks, related variables, and geographic contexts. Findings indicate emerging consensus that AI literacy is multidimensional, commonly covering knowledge, application, evaluation, and ethics. Research was largely quantitative and self-report; the Artificial Intelligence Literacy Scale (AILS) (Wang et al., 2022) was the most frequently used measure. Few studies used objective tests or mixed methods, limiting evidence of demonstrated competence. AI literacy was often examined alongside attitudes, self-efficacy, and adoption intentions. Studies were concentrated in East Asia, with fewer from Europe, North America, and the Middle East. This review highlights needs for performance-based assessment, clearer boundaries between AI and generative AI literacy, and broader geographic coverage
Harnessing AI for Dissertation Success: A Chair and Methodologist\u27s Guide
No full textThis article explores the integration of artificial intelligence (AI) tools in the dissertation process, focusing on how dissertation chairs and methodologists can leverage AI to enhance efficiency, feedback quality, time management, and methodological rigor. By examining AI\u27s practical applications, including tools for writing refinement, citation management, data analysis, and project tracking, the article offers insights into how AI can streamline academic workflows while fostering academic integrity and critical thinking. It also addresses ethical considerations, stressing the need for a balanced, thoughtful approach to using AI in the dissertation process. Ultimately, the article provides actionable strategies for academic mentors to support doctoral students in producing high-quality research while maintaining rigorous scholarly standards
Aligning Faculty Dynamic Capabilities and Institutional Legitimacy in AI-Enabled Business Analytics Pedagogy: A Conceptual Framework and Research Agenda
Full text linkWe derive three propositions and outline a focused mixed-methods research agenda that operationalizes institutional pressures, faculty capabilities, and strategic choice, while foregrounding ethics, consent, and integrity guardrails. The article shifts AI-enabled business analytics education beyond descriptive adoption accounts toward theory-driven explanation of when and why learning value is created
Integrating Western Andragogy in Chinese EFL Instruction: Cultural Implications, Teaching Practices, and an AI-Mediated Framework
Full text linkGenerative AI is emerging as a transformative tool in foreign language education because it can enable natural language interaction, adaptive feedback, and personalized learning. In China, where English as a Foreign Language (EFL) education is closely tied to national development and individual mobility, interest in AI-enhanced learning is growing. Yet adult EFL instruction remains shaped by teacher-centered traditions, exam pressures, and hierarchical norms, even as learner-centered and andragogical practices gain attention. This article analyzes the cultural and systemic context of adult EFL in China and reports survey findings on Chinese EFL teachers’ orientations toward teacher-centered versus andragogical approaches. Results suggest that while learner-centered elements appear, instruction is still predominantly teacher-directed. To address this gap, the article proposes the AI-Mediated Andragogical EFL framework, integrating andragogy, sociocultural theory, self-regulated learning, and formative feedback theory to guide coherent AI use. The framework positions teachers as learning orchestrators and identifies contextual constraints shaping implementation
Integrating Experiential Learning into Course Curricula through Faculty Training: A Case Study
No full textExperiential learning has benefits for students as they develop skills for the real world and gain cognizance of the learning process. While experiential learning has significant value for students, faculty often do not have the time to design new activities related to experiential learning. Can faculty professional development, focused on experiential learning, increase the use of these theories and related activities in individual courses? The research reported here focused on summer-long faculty training to give faculty a better background in experiential learning and designing new classroom activities. Two post-training, mixed methods, open-ended, and multiple-choice survey questionnaires were distributed, one after the training and one at the end of the academic year, to the training participants. The survey responses were uniformly positive, and most faculty implemented new experiential learning projects. Focused training on experiential learning can improve faculty understanding of the experiential learning process and increase their use of these elements in the classroom. Designing experiential learning training for faculty can increase the impact of experiential learning at a university. This training can serve as a model for other institutions to implement and expand