This article discusses ethical issues involved in the clinical use of novel technologies.

Data management plan for the grant, "Improving Student Learning While Decreasing Bias in Teaching Through Simulation." Research on the simEquity project which will implement a scalable model for developing equitable, culturally responsive teaching practices through simSchool, a simulated teaching environment. The project will identify best practices to help teachers recognize and mitigate implicit biases that often impact student success. The project team will iteratively develop and test a Teaching without Bias curriculum and an AI-driven set of bias reduction tools that can be added to existing simulation instruction modules.

This article provides a content analysis of studies from 2010 to 2020 aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. The content analysis shows that the research questions can be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification).

Data management plan for the grant "Single Source - University of North Texas Professional Development Dissemination Collaboration."

This article is a review of literature for skills comprised within the Accreditation Board of Engineering and Technology (ABET) criteria determined 26 topics necessary for the entry-level and continued success of engineers. The findings suggest that although entry-level engineers have proficiency in all of these ABET required skills, the entry-level engineers were not meeting the level of importance expressed by the organization for 24 of these 26 skills.

This article covers the challenges brought about for teachers and learners from transitioning to online education due to the COVID-19 pandemic. The authors reflect on these challenges based on discussions at EDUsummIT2019 in Quebec about the theme “Learners and learning contexts: New alignments for the digital age." Informed by theoretical conceptualization and empirical evidence the authors identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.