2025 ASEE Annual Conference & Exposition

WIP: Gen AI in Engineering Education and the Da Vinci Cube

Presented at Computers in Education Division (COED) Track 2.C

As generative AI (GenAI) tools rapidly transform the engineering landscape, a critical question emerges: Are current educational innovations adequately preparing engineers for the socio-technical challenges of the future? This work-in-progress paper presents two key contributions. First, we build on prior work presenting a systematic review of over 160 scholarly articles on GenAI implementations in engineering education, revealing a predominant focus on enhancing technical proficiency while often neglecting essential socio-technical competencies. Second, we apply an emerging framework—the da Vinci Cube (dVC)—to support engineering educators in critically evaluating GenAI-driven innovations. The dVC framework extends traditional models of innovation by incorporating three dimensions: the pursuit of knowledge, consideration of use, and contemplation of sentiment. Our analysis suggests that while GenAI tools can improve problem-solving and technical efficiency, engineering education must also address ethical, human-centered, and societal impacts. The dVC framework provides a structured lens for assessing how GenAI tools are integrated into curricula and research, encouraging a more holistic, reflective approach. Ultimately, this paper aims to provoke dialogue on the future of engineering education and to challenge the prevailing assumption that technical skill development alone is sufficient in an AI-mediated world.

Authors

Tammy Mackenzie http://orcid.org/0009-0007-6508-2966 The Aula Fellowship [biography]

EcoTech CEO, inventor, MBA, human rights activist, philosopher, and researcher of the intersections between strategic management, institutions, and systems theories.
Dr. Lisa D. McNair http://orcid.org/0000-0001-6654-2337 Virginia Tech [biography]

Lisa D. McNair is Professor of Engineering Education and Director of Arts and Education at the Institute for Creativity, Arts and Technology (ICAT) at Virginia Tech. She is an executive committee member for a2ru and an editorial board member for Ground Works journal. Her research and teaching interests include developing interdisciplinary project-based learning experiences, building networks between university, industry, and community sectors, and expanding engagement in science, engineering, arts, and design. McNair’s current projects include building the Interdisciplinary Projects (IDPro) program and a 3D manufacturing module series in undergraduate engineering at Virginia Tech, framing the da Vinci Cube innovation model, and co-designing tools with communities for collaboration on Alaska housing issues. She earned a PhD in Linguistics at the University of Chicago, and an M.A. and B.A. in English at the University of Georgia.
Rubaina Khan University of Toronto [biography]

Rubaina Khan is a research associate in Queens University and a doctoral candidate in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education (OISE), University of Toronto with a collaborative specialization in Engineering Education. She also has an M.A. in Curriculum and Pedagogy from OISE and an M. Sc. in Computer Control and Automation from the Nanyang Technology University in Singapore. She worked as a senior research engineers at MIT developing navigation technologies for underwater robotics to model and predict environmental issues in the coastal regions of Singapore. As always interested in education, this led her to take up a position as a lecturer at Singapore Polytechnic. She spent the next five years developing interdisciplinary engineering design courses, designing state-of-the-art classrooms, and delivering activities to promote engagement and motivation in the classroom. Her current research interest lies at the intersection of engineering design education, learning communities, and professional identity formation.
Mr. Animesh Paul University of Georgia [biography]

Animesh was born in Tripura, India, and raised in a liberal modern “brown” military upbringing. He prefers the pronouns “He/They” and considers himself a creative, sanguine, and outgoing individual. He graduated with a bachelor’s degree in Technology focusing on Electronics and Electrical Engineering from KIIT University. He is now a part of the Engineering Education Transformation Institute as a Ph.D. student under the advisement of Dr. Racheida Lewis. His research is in Engineering Education, focusing on equity, inclusion in the classroom, and easing student transition to the workforce catering to STEM graduates.
Dr. Sreyoshi Bhaduri Private Corporation [biography]

Dr. Sreyoshi Bhaduri is an AI scientist. Currently, she spearheads innovative research in applying generative AI to solve complex supply chain logistics and operations challenges. Her expertise spans applied statistics and natural language processing, with a PhD from Virginia Tech and specialized training in Responsible AI from MILA. Sreyoshi has been recognized as a Graduate Academy for Teaching Excellence (VTGrATE) Fellow, a Global Perspectives Program (GPP) Fellow, and was inducted in the Bouchet Honor Society in 2017. Sreyoshi is committed to demystifying and democratizing generative AI solutions and bridging the gap between theoretical research and practical applications using AWS technologies.

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

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