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Morrison, B. B., Quinn, B. A., Bradley, S., Buffardi, K., Harrington, B., Hu, H. H., Kallia, M., McNeill, F., Ola, O., Parker, M., Rosato, J., & Waite, J. (2021). Evidence for Teaching Practices that Broaden Participation for Women in Computing. In Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education (pp. 57-131). Association for Computing Machinery.
https://doi.org/10.1145/3502870.3506568

has been cited by the following article:

• TITLE: The Significance of Artificial Intelligence in University Education System and Course Syllabuses

  AUTHORS: Ilgaz Tokay, Soykan Agar, Muzaffer Elmas

  KEYWORDS: Artificial Intelligence, A.I., University Course Syllabus, Academia, ChatGPT, Chemistry Curriculum, Pharmacy Curriculum, Medicine Curriculum

  JOURNAL NAME: Creative Education, Vol.15 No.5, May 23, 2024

  ABSTRACT: This research paper meticulously examines the profound and dynamic impact of Artificial Intelligence (A.I.) on the University Education System, with a specific focus on the integration of A.I. within course syllabuses spanning disciplines such as chemistry, medicine, pharmacy (being the chief working areas of authors SA and ME), and various professional branches. The research delves into the transformative nature of A.I. in education, emphasizing the imperative need for its adaptation to enhance the learning experience and better equip students for the ever-evolving demands of their chosen professions. Through a meticulous analysis, this paper explores the multifaceted aspects of incorporating A.I. into university courses (MIT and Harvard are among the best universities in terms of Organic Chemistry courses), addressing challenges, seizing opportunities, and outlining essential considerations for a successful implementation strategy and yielding the result of A.I. need in the course content and syllabus preparation and guidance since the span of knowledge of A.I. compared to a university professor will be much more.