Queensborough Community College, CUNY

This paper examines the transformative impact of artificial intelligence (AI) on the accounting profession, the need for curriculum reform in accounting education, and the essential AI skills and knowledge that business accounting students should acquire. It explores the essential AI skills and knowledge required for future accountants to thrive in an AI-driven landscape. These include technical proficiencies in data management, programming fundamentals, AI and machine learning concepts, and AI-specific accounting software. Analytical and interpretive skills encompassing data analysis, statistical modeling, predictive analytics, and critical evaluation of AI outputs are equally crucial. Furthermore, the paper emphasizes the importance of professional and soft skills such as communication, critical thinking, professional skepticism, business acumen, adaptability, and ethical awareness. By integrating these competencies into accounting curricula, educational institutions can effectively prepare future accountants for the challenges and opportunities presented by AI, ensuring they possess the skills and knowledge to navigate the evolving landscape of the profession. The aim is to provide a roadmap for equipping future accountants with the competencies needed to thrive in the evolving world of AI-driven finance and business.

Introduction: EMS providers played a crucial role in the frontline response to the COVID-19 pandemic. Facing challenges and despite their critical role, EMS providers are not given the attention they deserve in research and practical applications. This study examined the early psychological impact of the pandemic on EMS providers. The study assessed the psychological impact of COVID-19 on EMS providers, exploring relationships between workplace stressors, COVID-specific variables, and psychological distress. Findings inform strategies for supporting EMS providers' mental health. Methods: Data collection, during the early pandemic, involved online recruitment and surveys that included psychological scales, demographics, and COVID-specific variables. Findings: 34 EMS providers from the New York Metro area, mostly working full-time in private agencies, noted significant impacts of COVID-19 on both providers and their workspaces. Although perceived risk and inadequacy of personal protective equipment were noted, the primary COVID-specific variable affecting psychological outcomes was moderate. Psychological measures showed low to moderate distress, mild anxiety (higher in women), and low to moderate perceived stress. Stress correlated with work-related stressors and lower workplace satisfaction. Moderate uncertainty is linked to specific work challenges, while low PTSD scores are associated with poor work culture satisfaction, lack of flexibility, and negative work attitudes. Conclusion: This study challenges assumptions of high stress, anxiety, and PTSD in EMS providers during the early COVID-19 response. Workplace variables, not COVID-specific factors, are more linked to negative psychological symptoms. Recognizing and addressing EMS providers' mental health needs during high-stress events is crucial, emphasizing the role of general workspace issues.

This chapter explores the unique challenges and strategies of presidential onboarding during a time of crisis, drawing from the author's experience as President of Queensborough Community College, City University of New York, beginning in August 2020. Despite the pandemic-imposed restrictions, various approaches were used to connect with the campus community, build trust, and learn the institution's culture—all virtually. These strategies, while initially crafted for remote engagement, have proven invaluable for ongoing crisis management. The chapter will delve into specific methods employed to foster meaningful relationships, create a culture of care, and develop a strategic plan that reflects the institution's needs and values, offering insights that transcend the immediate moment and are applicable to any leadership transition.

The learning of radiation in terms of the radiation absorption law, radiation energy spectrum, muon examination of nuclear waste, etc., have been deployed in a standard Physics-Two course with students in a community college setting.The syllabus extension to include modern topics and radiation content is necessitated due to the offering of a radiation certificate program, a collaboration of our Community College with the Brookhaven National Lab Nuclear Education and Training Program.The radiation certificate program requires two radiation courses to be taught before the fundamental Physics-Two contents.The model-based pedagogy in Physics -Two was designed to complement the phenomenon-based pedagogy in the prior RAD-1 and RAD-2 courses.The Physics-Two syllabus was adjusted with simplification in topics such as acoustic oscillation, magnetic inductor, etc. to provide additional coverage for the contents in quantum modeling, radiation, absorption, muonic technology applications, etc.The grading and assessment pedagogy followed the standard practice, as summarized conveniently by the University of South Carolina.The assessment result showed that the learning of the modern topics was not affected by the simplification of the learning of sound and magnetism topics in classical physics.The skills described by the US Bureau of Labor Statistics Occupation Outlook Handbooks for nuclear engineers and technicians were also evaluated.The nuclear engineer skills in analysis and logical thinking were compared to the nuclear technician skills in computer and critical thinking in the context of Bloom's taxonomy.The recitation content relationship to job description on Indeed.com is discussed.

The United Nations Refugee Agency (UNHCR) affirms that millions of people across the globe are displaced annually because of “persecution, conflict, violence, and human rights violations.” Given the abrupt departures from their countries of origin and their time in resettlement camps, these migrants are typically denied access to educational opportunities. They thus arrive in countries like the United States as students with limited or significant interruptions in their formal educations (SLIFE). They then access adult education, often ESOL, programs that are typically ill-equipped to address their unique needs and staffed by instructors who are ill-prepared to provide impactful instruction. The purpose of this inquiry was to explore the extant research literature to formulate policies and practices that could be implemented to address the needs of adult SLIFE, ideally in more culturally responsive, trauma-informed, and decolonized ways. In addition to Universal Design for Learning (UDL), the approach most often cited in this literature review was the Mutually Adaptive Learning Paradigm (MALP) as devised by DeCapua and Marshall (2023). Using this paradigm and its corollaries as a conceptual foundation, the authors offer practical suggestions regarding administrative policies and instructional practices for adult education programs to address the psychosocial and instructional needs of adult SLIFE more effectively. Areas for future investigation and implementation were identified, including incorporating these best practices into preservice preparation and continuous professional development for instructors of adults, especially those of emergent bi/multilingual learners

Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents—biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor's Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025)—for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines' competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change.