Richard Johnson

Valentina Kuskova, Dmitry Zaytsev, Richard Johnson

Despite growing interest in AI education, most AIED initiatives remain narrowly targeted toward STEM-prepared students, limiting participation by non-STEM learners and adults seeking to engage with AI in public-interest, policy, or workforce contexts. This paper presents and evaluates an NSF-funded, innovative mixed-cohort AI education model that intentionally integrates non-STEM undergraduates and adult learners into a shared learning environment centered on ethical reasoning, socio-technical judgment, and applied AI literacy rather than technical proficiency alone. Drawing on mixed-methods data from course surveys, open-ended reflections, and educator reports, we examine learners' academic agency, confidence navigating AI concepts, critical engagement with ethical tradeoffs, and perceived expansion of postsecondary and career trajectories. Quantitative results indicate significant gains in confidence and perceived relevance of AI across cohorts' participants, while qualitative analyses reveal a consistent emphasis on responsibility, judgment, and contextual reasoning over technical mastery. Instructors and near-peer mentors corroborated high levels of engagement and productive challenge, particularly in dialogic and scenario-based learning activities. Our findings suggest that human-centered instructional supports, such as ethical scaffolding, mentorship, and structured discussion, are essential components of equitable AI education, especially in heterogeneous and non-traditional learner populations. We argue that ethical judgment should be treated as a core learning outcome in AIED alongside AI literacy, and we offer design implications for expanding access to AI education in policy-relevant and workforce-adjacent contexts.

Agne Knietaite, Adam Allsebrook, Anton Minkov et al.

Compositionality in language models presents a problem when processing idiomatic expressions, as their meaning often cannot be directly derived from their individual parts. Although fine-tuning and other optimization strategies can be used to improve representations of idiomatic expressions, this depends on the availability of relevant data. We present the Noun Compound Synonym Substitution in Books - NCSSB - datasets, which are created by substitution of synonyms of potentially idiomatic English noun compounds in public domain book texts. We explore the trade-off between data quantity and quality when training models for idiomaticity detection, in conjunction with contextual information obtained locally (from the surrounding sentences) or externally (through language resources). Performance on an idiomaticity detection task indicates that dataset quality is a stronger factor for context-enriched models, but that quantity also plays a role in models without context inclusion strategies.