2025 ASEE Annual Conference & Exposition

The role of professional development in enhancing AI literacy competence development and participation in the Intelligence Age

In the rapidly evolving digital landscape, Artificial Intelligence (AI) has become an essential tool for academic and professional growth. Over the past couple of years, the use of Generative Artificial Intelligence (GAI) in academia has been the subject of several debates, with discussions focusing on its ethical implications and how to use it to aid teaching and learning effectively. As GAI technologies become increasingly prevalent, raising awareness about their potential uses and establishing clear guidelines and best practices for their integration into academic settings is essential. Without proper understanding and frameworks in place, the misuse or over-reliance on these tools could undermine the educational goals they aim to support. Workshops and seminars play a critical role in addressing these concerns by not only informing educators and students about the capabilities and limitations of GAI but also equipping them to use these tools responsibly and effectively.

This paper reports on professional development efforts in AI literacy led by one of the authors. The findings from one of the series of workshops conducted across land grant universities in the United States aimed at creating awareness and increasing literacy on AI and its use in academia are presented. This study utilized a mixed method evaluation design to assess the impact of the professional development effort for students of XXXXX of a US University. Data was collected using pre-and post-surveys for quantitative evaluation, and a paired sample t-test was performed. In addition, the post-survey contained open-ended questions designed to qualitatively explore the perception of participants' experience during the workshop.

The author's professional development strategies for enhancing AI literacy and integrating AI into STEM education include AI panel conversations, workshop facilitation, webinars, and think tank conversations. The results from the mixed-method evaluation indicate that students who participated in the professional development initiatives experienced a significant increase in their knowledge of AI ethics and their self-efficacy in using AI tools. Overall, students expressed satisfaction with the workshops and reported greater awareness of AI tools for educational purposes.

Authors

Dr. Ibukun Samuel Osunbunmi http://orcid.org/https://0000-0002-7821-9059 Pennsylvania State University [biography]

Ibukun Samuel Osunbunmi is an Assistant Research Professor, and Assessment and Instructional Specialist at Pennsylvania State University. He holds a Ph.D. degree in Engineering Education from Utah State University. Also, he has BSc and MSc degrees in mechanical engineering. His research interests include student engagement, design thinking, learning environment, evidence-based pedagogy, e-learning, broadening participation in STEM education, sustainable energy, and material characterization.
Taiwo Raphael Feyijimi http://orcid.org/0009-0009-5752-4175 University of Georgia [biography]

Taiwo is a highly skilled AI Engineer, Researcher, and Doctoral Student at the University of Georgia who completed his MS in Electrical and Computer Engineering in the College of Engineering. He is currently leveraging AI to tackle simple and longstanding problems in engineering education.

With over a decade of industry experience as a Technology Strategist and Technical Lead, he has established himself as a forward-thinking innovator in AI and EdTech.

His expertise spans Exploratory Data Analysis (EDA), Machine Learning (ML), Natural Language Processing (NLP), and Prompt Engineering Techniques (PETs) with Large Language Models (LLMs). Taiwo is known for his ability to collaborate effectively within and across organizations to meet project goals and drive transformative results. He excels in leading technical teams, offering strategic IT consultations, and implementing solutions that enhance productivity.
Lexy Chiwete Arinze Purdue University at West Lafayette (COE) [biography]

Lexy Arinze is a first-generation PhD student in the School of Engineering Education at Purdue University and a Graduate Research Assistant with the Global Learning Initiatives for the Development of Engineers (GLIDE) research group. Lexy's research interests include early career engineers, Artificial Intelligence, experiential learning, and global experiences. He earned his master's degree in Civil Engineering from Purdue University. Before that, he received an Erasmus scholarship for an exchange program at the University of Jaén, Spain. He completed his undergraduate degree in Civil Engineering at the University of Ibadan, Nigeria.
Mr. Viyon Dansu http://orcid.org/0000-0002-8543-9930 Florida International University [biography]

Viyon Dansu is a PhD candidate in Engineering and Computing Education at Florida International University, Miami. His research focuses on the intersection of secondary STEM education and cultural practices in Sub-Saharan Africa. He holds a Bachelor's and Master's degree in Systems Engineering from the University of Lagos, Nigeria.
Bolaji Ruth Bamidele Utah State University [biography]

Bolaji Bamidele is currently pursuing her doctorate in the Department of Instructional Technology and Learning Sciences at Utah State University. She holds a BSc and an MSc in Sociology. Her research centers on identity, equity, informal science education, language socialization, and broadening participation in STEM education. Specifically, her work focuses on enhancing the participation and representation of Black girls in STEM by investigating science teaching and learning within counterspaces.
Mr. Yashin Brijmohan http://orcid.org/0000-0003-2485-9808 Utah State University [biography]

Yashin Brijmohan is a registered professional engineer who is currently appointed as Chairman of Engineering Education Standing Technical Committee of the Federation of African Engineering Organizations, Executive committee member of the Commonwealth Engineers Council, Board Member of the UNESCO International Centre for Engineering Education, and Co-Chair of the Africa Asia Pacific Engineering Council.

He was the founding Executve Dean of Business, Engineering and Technology at Monash South Africa, former Vice President of the World Federation of Engineering Organizations, and led several committees in the engineering profession.

Yashin has both leadership and specialist experience within the engineering power industry and education sectors and is known for his thought leadership in capacity building and engineering education.
Dr. Stephanie Cutler The Pennsylvania State University [biography]

Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Associate Research Professor and the Director of Assessment and Instructional Support in the Leonhard Center at Penn State.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025