In this paper we describe our experience in developing curriculum courses aimed at graduate students in emerging computational fields, including biology and medical science. We focus primarily on computational data analysis and statistical analysis, while at the same time teaching students best practices in coding and software development. Our approach combines a theoretical background and practical applications of concepts. The outcomes and feedback we have obtained so far have revealed several issues: students in these particular areas lack instruction like this although they would tremendously benefit from it; we have detected several weaknesses in the formation of students, in particular in the statistical foundations but also in analytical thinking skills. We present here the tools, techniques and methodology we employ while teaching and developing this type of courses. We also show several outcomes from this initiative, including potential pathways for fruitful multi-disciplinary collaborations.
Bridging Psychometric and Content Development Practices with AI: A Community-Based Workflow for Augmenting Hawaiian Language Assessments
University of Hawaiʻi at Mānoa College of Education（夏威夷大学马诺阿分校教育学院）；Center Point Digital Solutions (contracted to Research Corporation of University of Hawaiʻi)（中心点数字解决方案（受夏威夷大学研究公司委托））
Rethinking AI Literacy Education in Higher Education: Bridging Risk Perception and Responsible Adoption
School of Professional Studies, Clark University（克拉克大学专业研究学院）；Cardiff School of Technologies, Cardiff Metropolitan University（卡迪夫 Metropolitan 大学技术学院）；Harvard Medical School（哈佛医学院）
Divided by discipline? A systematic literature review on the quantification of online sexism and misogyny using a semi-automated approach
University of Exeter（埃克塞特大学）；Oxford Internet Institute, University of Oxford（牛津互联网研究所，牛津大学）；Ewha Womans University（成均馆大学）；Alan Turing Institute（艾伦·图灵研究所）
Mind the Gap! Bridging Explainable Artificial Intelligence and Human Understanding with Luhmann's Functional Theory of Communication
School of Law, Birkbeck, University of London（伦敦大学伯贝克学院法学院）；Department of Computer Science, ETH Zurich（苏黎世联邦理工学院计算机科学系）；ARC Centre of Excellence for Automated Decision-Making and Society, RMIT University（皇家墨尔本理工大学自动化决策与社会ARC卓越研究中心）
Use of AI Tools: Guidelines to Maintain Academic Integrity in Computing Colleges
Faculty of computer and information System, Islamic University of Madina, Saudi Arabia（伊斯兰麦地那大学计算机与信息系统学院）；Faculty of Artificial Intelligence Multimedia University, Malaysia（马来西亚多媒体大学人工智能学院）
