2026 ASEE Annual Conference & Exposition

This complete research paper describes the outcomes of a civic learning project carried out in fall 2024 to engage first year engineering and mathematical sciences students in research on Campus Use of Generative Artificial Intelligence (genAI). The civic learning project was developed in coordination with four campus partners in information literacy and student success offices. The aim of the project was to generate a snapshot of attitudes, practices, and student recommendations that could inform campus policy, investment in genAI resources, and adoption of a comprehensive AI literacy framework. Nineteen student teams (consisting of 44 students) participated in the project, which culminated in a final poster presentation. The findings and recommendations of the student posters were the primary artifact in the analysis. A survey deployed in the second week of the semester assessed student opinions and use of genAI prior to the start of the project. A critical reflection survey was provided in the final week of the semester to evaluate project learning, peer-to-peer learning, and whether the project influenced students’ behaviors or opinions. Survey responses and text from the Findings and Recommendations of student posters were analyzed using summative content analysis to quantify the abundance of representative text (codes). Week 2 surveys revealed that 42% of respondents (N = 87) had used genAI for coursework, mostly for homework assignments, brainstorming, and summarizing complex topics. Of the students that had used genAI, 43% indicated accuracy as a major limitation, yet 75% said that genAI was “helpful” due to its time-saving abilities. Student teams interviewed 81 peers, 6 faculty, and 3 staff members. Project findings revealed a range of attitudes toward genAI, from complete avoidance to active use. Most students had a neutral or positive perspective on genAI and expected faculty and staff to be literate in AI systems and applications. Student recommendations focused on the need for clear policies and campus-wide AI literacy training. Campus partners identified opportunities and challenges in each of their areas, and noted specific needs for policy, AI and information literacy training, peer learning, and faculty development opportunities. Civic learning projects are an effective way to engage students in meaningful campus-based research on genAI, promote AI literacy, and influence policies and guidelines that directly impact their educational experience. We provide recommendations for instructors interested in using the civic-learning approach to engage first year students in campus AI discourse, including consideration of student aptitude, partner needs, and ensuring that student research, teamwork, and presentation skills are scaffolded throughout.