This study examines the impact of a Generative Artificial Intelligence (GenAI)-powered formative assessment tool that employs Socratic questioning to support student learning in a large, fully online undergraduate-level computing course. Employing a quasi-experimental, mixed-methods design, the team investigated participants’ engagement patterns, the influence of user experience on engagement, and impacts on both perceived and actual learning outcomes.

This study examines Socratic Mind, a generative artificial intelligence (GenAI)-powered tool designed to scale adaptive Socratic dialogue and provide reasoning-focused practice that is difficult to deliver at scale in large courses. Implemented in an undergraduate computer science course, the study adopts a mixed-methods approach that integrates academic outcomes, behavioral indicators of tool use, sentiment analysis of student-AI dialogue transcripts, and students’ reflective responses about higher-order thinking.

Organizational transformation in the age of artificial intelligence poses new governance challenges for leaders as digital systems reshape decision-making, coordination, accountability, data privacy, and cybersecurity. Many leadership models, however, offer limited guidance for navigating technological change while preserving human judgment, ethical responsibility, and organizational coherence. This chapter applies the DOT Framework to leadership practice in AI-mediated contexts.

The diverse modalities of virtual reality (VR) environments make them highly appealing for learning experiences. This short paper explored the impact of immersive VR on students' perceptions and competencies in multimodal communication. Guided by Kolb's Experiential Learning Theory, the research involved first-year students in a multimodal communication course who engaged with the Oculus First Contact VR app. Pre- and post-session surveys assessed students’ expectations and perceptions of VR in education.

The essay describes how the writers integrated VR into an English course, including the activities and assignments they used, the research methods and results, and insights for instructors interested in using VR in education. They argue that giving students access to emerging technologies helps them become better multimodal communicators. Specifically, VR encourages students to engage in the high-impact practice of “learning by doing” as they translate difficult written texts across modes.

Letters of recommendation (LORs) provide valuable insights into candidates' capabilities and experiences beyond standardized test scores. However, reviewing these text-heavy materials is time-consuming and labor-intensive. To address this challenge and support the admission committee in providing feedback for students' professional growth, our study introduces LORI: LOR Insights, a novel AI-based detection tool for assessing leadership skills in LORs submitted by online master's program applicants.

Asynchronous discussion forums are a key pedagogical feature of MOOCs and online degree programs, yet assessing the quality of student engagement at scale remains a persistent challenge. This paper explores the use of large language models (LLMs) to automatically detect cognitive presence and summarize cognitive engagement in online discussions. Grounded in the Community of Inquiry framework, we examine how LLMs can support instructors in understanding the depth of student thinking across large enrollments.

While self-regulated learning (SRL) is essential to student success, its recursive and social dimensions are difficult to capture with traditional models. This paper develops and analyzes an agent-based simulation model that integrates the SRL framework with task complexity and the Community of Inquiry (CoI) constructs of teaching presence (instructor feedback) and social presence (peer feedback) to understand learners’ performances better.

This study examines how students' AI literacy and prior exposure to AI technologies shape their perceptions of Socratic Mind, an interactive AI-powered formative assessment tool. Drawing on Self-Determination Theory and user experience research, the researchers analyze relationships among AI literacy, perceived usability, satisfaction, engagement, and perceived learning effectiveness. They collected data from 309 undergraduates in computer science and business courses through validated surveys.

The five-year study conducted at Georgia Tech investigated how STEM students develop a sense of social responsibility during their undergraduate years. By following a group of students through surveys and interviews, researchers examined how various academic, co-curricular, and personal experiences impact their ethical awareness and professional values. The results show that although traditional classroom efforts often fall short, peer interactions and self-directed exploration have a significant influence on students’ dedication to societal well-being.