Go to a small liberal-arts college if you can. I n the waning heat of last summer, freshly back in my office at a major research university, I found myself considering the higher-education hellscape that had lately descended upon the nation. I'd spent months reporting on the Trump administration's attacks on universities for, speaking with dozens of administrators, faculty, and students about the billions of dollars in cuts to public funding for research and the resulting collapse of " college life ."At Initially, I surveyed the situation from the safe distance of a journalist who happens to also be a career professor and university administrator. I saw myself as an envoy between America's college campuses and its citizens, telling the stories of the people whose lives had been shattered by these transformations. By the summer, though, that safe distance had collapsed back on me.

A new survey finds 95% of faculty worry artificial intelligence makes students overly reliant on AI, with 90% saying it decreases critical thinking.

As the Institute's first VP for energy and climate, Evelyn Wang '00 is marshaling MIT's expertise to meet the greatest challenge of our age. Professor Evelyn Wang '00 sits beside a compact, portable water-harvesting device that she developed in collaboration with Professor Rohit Karnik of MIT and Krista Walton, then a professor at Georgia Tech. It's designed for portable and emergency use. Water shortages in Southern California made an indelible impression on Evelyn Wang '00 when she was growing up in Los Angeles. "I was quite young, perhaps in first grade," she says. "But I remember we weren't allowed to turn our sprinklers on. And everyone in the neighborhood was given disinfectant tablets for the toilet and encouraged to keep flushing to a minimum. I didn't understand exactly what was happening. But I saw that everyone in the community was affected by the scarcity of this resource."

Drug repurposing often starts as a hypothesis: a known compound might help treat a disease beyond its original indication. Knowledge graphs are a natural place to look for such hypotheses because they encode biomedical entities (drugs, genes, phenotypes, diseases) and their relations. In KG terms, that repurposing can be framed as a triple (). However, many link prediction methods trade away interpretability for raw accuracy, making it hard for scientists to see why a suggested drug should work. We argue that for AI to function as a reliable scientific tool, it must deliver scientifically grounded explanations, not just scores.

Artificial Intelligence (AI) conferences are essential for advancing research, sharing knowledge, and fostering academic community. However, their rapid expansion has rendered the centralized conference model increasingly unsustainable. This paper offers a data-driven diagnosis of a structural crisis that threatens the foundational goals of scientific dissemination, equity, and community well-being. We identify four key areas of strain: (1) scientifically, with per-author publication rates more than doubling over the past decade to over 4.5 papers annually; (2) environmentally, with the carbon footprint of a single conference exceeding the daily emissions of its host city; (3) psychologically, with 71% of online community discourse reflecting negative sentiment and 35% referencing mental health concerns; and (4) logistically, with attendance at top conferences such as NeurIPS 2024 beginning to outpace venue capacity. These pressures point to a system that is misaligned with its core mission. In response, we propose the Community-Federated Conference (CFC) model, which separates peer review, presentation, and networking into globally coordinated but locally organized components, offering a more sustainable, inclusive, and resilient path forward for AI research.

This paper presents an overview of a human-centered initiative aimed at strengthening climate resilience along Nova Scotia's Eastern Shore. This region, a collection of rural villages with deep ties to the sea, faces existential threats from climate change that endanger its way of life. Our project moves beyond a purely technical response, weaving together expertise from Computer Science, Industrial Engineering, and Coastal Geography to co-create tools with the community. By integrating generational knowledge of residents, particularly elders, through the Eastern Shore Citizen Science Coastal Monitoring Network, this project aims to collaborate in building a living digital archive. This effort is hosted under Dalhousie University's Transforming Climate Action (TCA) initiative, specifically through its Transformative Adaptations to Social-Ecological Climate Change Trajectories (TranSECT) and TCA Artificial Intelligence (TCA-AI) projects. This work is driven by a collaboration model in which student teams work directly with residents. We present a detailed project timeline and a replicable model for how technology can support traditional communities, enabling them to navigate climate transformation more effectively.

Practical lab education in computer science often faces challenges such as plagiarism, lack of proper lab records, unstructured lab conduction, inadequate execution and assessment, limited practical learning, low student engagement, and absence of progress tracking for both students and faculties, resulting in graduates with insufficient hands-on skills. In this paper, we introduce AsseslyAI, which addresses these challenges through online lab allocation, a unique lab problem for each student, AI-proctored viva evaluations, and gamified simulators to enhance engagement and conceptual mastery. While existing platforms generate questions based on topics, our framework fine-tunes on a 10k+ question-answer dataset built from AI/ML lab questions to dynamically generate diverse, code-rich assessments. Validation metrics show high question-answer similarity, ensuring accurate answers and non-repetitive questions. By unifying dataset-driven question generation, adaptive difficulty, plagiarism resistance, and evaluation in a single pipeline, our framework advances beyond traditional automated grading tools and offers a scalable path to produce genuinely skilled graduates.

Artificial intelligence (AI) is reshaping higher education, yet current debates often feel tangled, mixing concerns about pedagogy, operations, curriculum, and the future of work without a shared framework. This paper offers a first attempt at a taxonomy to organize the diverse narratives of AI education and to inform discipline-based curricular discussions. We place these narratives within the enduring responsibility of higher education: the mission of knowledge. This mission includes not only the preservation and advancement of disciplinary expertise, but also the cultivation of skills and wisdom, i.e., forms of meta-knowledge that encompass judgment, ethics, and social responsibility. For the purpose of this paper's discussion, AI is defined as adaptive, data-driven systems that automate analysis, modeling, and decision-making, highlighting its dual role as enabler and disruptor across disciplines. We argue that the most consequential challenges lie at the level of curriculum and disciplinary purpose, where AI accelerates inquiry but also unsettles expertise and identity. We show how disciplines evolve through the interplay of research, curriculum, pedagogy, and faculty expertise, and why curricular reform is the central lever for meaningful change. Pedagogical innovation offers a strategic and accessible entry point, providing actionable steps that help faculty and students build the expertise needed to engage in deeper curricular rethinking and disciplinary renewal. Within this framing, we suggest that meaningful reform can move forward through structured faculty journeys: from AI literacy to pedagogy, curriculum design, and research integration. The key is to align these journeys with the mission of knowledge, turning the disruptive pressures of AI into opportunities for disciplines to sustain expertise, advance inquiry, and serve society.

Many institutions are currently grappling with teaching artificial intelligence (AI) in the face of growing demand and relevance in our world. The Computing Research Association (CRA) has conducted 32 moderated virtual roundtable discussions of 202 experts committed to improving AI education. These discussions slot into four focus areas: AI Knowledge Areas and Pedagogy, Infrastructure Challenges in AI Education, Strategies to Increase Capacity in AI Education, and AI Education for All. Roundtables were organized around institution type to consider the particular goals and resources of different AI education environments. We identified the following high-level community needs to increase capacity in AI education. A significant digital divide creates major infrastructure hurdles, especially for smaller and under-resourced institutions. These challenges manifest as a shortage of faculty with AI expertise, who also face limited time for reskilling; a lack of computational infrastructure for students and faculty to develop and test AI models; and insufficient institutional technical support. Compounding these issues is the large burden associated with updating curricula and creating new programs. To address the faculty gap, accessible and continuous professional development is crucial for faculty to learn about AI and its ethical dimensions. This support is particularly needed for under-resourced institutions and must extend to faculty both within and outside of computing programs to ensure all students have access to AI education. We have compiled and organized a list of resources that our participant experts mentioned throughout this study. These resources contribute to a frequent request heard during the roundtables: a central repository of AI education resources for institutions to freely use across higher education.

We introduce ParCzech4Speech 1.0, a processed version of the ParCzech 4.0 corpus, targeted at speech modeling tasks with the largest variant containing 2,695 hours. We combined the sound recordings of the Czech parliamentary speeches with the official transcripts. The recordings were processed with WhisperX and Wav2Vec 2.0 to extract automated audio-text alignment. Our processing pipeline improves upon the ParCzech 3.0 speech recognition version by extracting more data with higher alignment reliability. The dataset is offered in three flexible variants: (1) sentence-segmented for automatic speech recognition and speech synthesis tasks with clean boundaries, (2) unsegmented preserving original utterance flow across sentences, and (3) a raw-alignment for further custom refinement for other possible tasks. All variants maintain the original metadata and are released under a permissive CC-BY license. The dataset is available in the LINDAT repository, with the sentence-segmented and unsegmented variants additionally available on Hugging Face.