The need for engineers to abide by professional and ethical conduct in the discharge of their duties is of great importance in ensuring the safety of people and the reputation of the engineering profession. Likewise, engineering students should abide by a code of academic integrity in their preparation to become professional engineers. In light of this, stakeholders in engineering education are concerned about how to maintain a culture of academic integrity and ethics in the wake of the increased cases of self-reported academic dishonesty among students. In recent times, this concern has been worsened by the advent of generative artificial intelligence (AI) technologies that can be used to create any type of content for students with just a text prompt. While the use of some of these technologies has been described as unethical due to their abilities to enhance plagiarism, some are of the opinion that they could be used to transform teaching and learning.
This session will look at: What is the place of generative AI technologies in engineering education? What concerns do they pose and what opportunities do they provide to transform engineering and computing education?
For those interested in: Advocacy and Policy and Broadening Participation in Engineering and Engineering Technology
Andrew Katz is an Assistant Professor in the Department of Engineering Education at Virginia Tech. He leads the Improving Decisions in Engineering Education Agents and Systems (IDEEAS) Lab. Research in the Lab focuses on novel ways for understanding and improving how engineering students and educators make decisions ranging from design choices to career choices to instructional decisions. Current work especially focuses on normative decision making around environmental sustainability, AI/ML ethics, and applications of natural language processing for teaching and research in engineering education
Aditya Johri is Professor of Information Sciences & Technology and Director of Technocritical Research in AI, Learning & Society Lab (trailsLAB) at George Mason University, USA. He studies how technology shapes learning across formal and informal settings and the ethical implications
of using technology in education. He publishes broadly in the fields of engineering and computing education, educational technology, and computer-supported collaborative work and learning. His research has been recognized with several best paper awards and his co-edited volume, the Cambridge Handbook of Engineering Education Research (CHEER), received the 2015 Best Book Publication Award from Division I of AERA. Most recently he served as a Fulbright-Nokia Distinguished Chair in ICT at Aalto University, Finland (2021). He is a past recipient of the NSF Early Career Award and in 2022 University Teaching Excellence Award and Mentoring Excellence Award for undergraduate research at George Mason University. He was awarded a Ph.D. in Learning Sciences & Technology Design (2007) from Stanford University, Palo Alto, CA. More information is available at: http://mason.gmu.edu/~johri
Dr. Linjue (Jade) Wang -is an instructional consultant at the Center of Research on Learning & Teaching in Engineering (CRLT-Engin) at the University of Michigan. She creates teaching & learning workshops, provides consultation, and leads programs to support faculty development for tenure track and lecturers in Michigan Engineering. She received a Ph.D. in Engineering Education and an M.S. in Industrial Systems Engineering from The Ohio State University (2022). Her doctoral research focused on 1) how engineering students develop empathy during community-based learning (e.g., service-learning) and 2) how engineering educators can integrate empathy into their teaching. Before studying in the U.S., Linjue (Jade) earned her B.E. in Building Environment and Energy Engineering from the School of Architecture at Tsinghua University in China (2017).
Kerrie Hooper is a doctoral student at Florida International University (FIU). Her research focuses on AI education, AI ethics, women’s careers in computing, and arts-based approaches to STEM education. She obtained her Bachelor of Science in Computer Science from the University of Guyana in 2019. Then she worked for two years in the industry as a Data Analyst & Systems Administrator before pursuing her doctoral degree. She is also pursuing her Master’s in Data Science and Artificial Intelligence at FIU. Kerrie Hooper believes that a Diversity, Equity, and Inclusive (DEI) Lens is crucial for diving deeper into her research interests. She is currently a 2022-2023 Microsoft DEI Doctoral Fellow at FIU, a member of FIU’s Upsilon Pi Epsilon (UPE), and a member of FIU’s Women in Computer Science Club (WiCS).
Yashin Brijmohan is a professional engineer, currently pursuing his PhD in Engineering Education Research, and serves as the Chair of the ASEE student division. He previously held engineering and management portfolios within the power industry and academia and is known for his thought leadership in education and engineering capacity building. He is currently Co-Chair of the Africa Asia Pacific Accord, Board Member of the UNESCO International Centre for Engineering Education and Chairperson of the Engineering Education Committee of the Federation of African Engineering Organisations. He previously served as founding Executive Dean of Business, Engineering and Technology at Monash South Africa, Vice President of the World Federation of Engineering Organisations (WFEO), Chair of Chairs of the ten Technical Standing Committees (WFEO), Chairperson of Engineering Capacity Building Committees (continental and global), and Board Director of the Southern African Business and Technology Incubation Association. His interest areas are experiential and industry learning, diversity & inclusion, pedagogical practices, global competencies, policy, regulation and educational systems.