2026 ASEE Annual Conference & Exposition

WIP: Autoethnography Assistant: An AI interview tool to support qualitative inquiry.

Presented at Computers in Education (CoED): Poster Session - Division Special Events (1 of 4) -- M208

This work in progress (WIP) paper introduces the Ethnography Assistant, an AI interview tool designed to enhance ethnographic studies. The paper highlights the use of the tool in an autoethnographic faculty eldercare project that applies Erikson's psychosocial development theory to analyze faculty narratives and examine how caregiving responsibilities intersect with academic life. The Ethnography Assistant project explores how large language models (LLMs) can support the design and execution of ethnographic interviews. Using a two-phase approach that combines a literature review and AI prompt testing, the project identified key traits of practical interview questions. The work aims to make ethnographic methods more accessible to novice researchers and students and to provide guidance on designing open-ended, empathetic interview protocols. Early use of the tool helped overcome emotional barriers, provided more consistent follow-up questions, and increased participant reflection as self-reported. The work demonstrates that AI tools can effectively mimic the tone and depth of human-led interviews to offer support for qualitative research. We conclude with design guidelines for educators and qualitative researchers. This blended human-AI ethnographic model can help make tacit faculty experiences more visible and measurable within the fields of engineering and computing education research. This paper provides methodological insights and presents a practical tool that educators can utilize to enhance ethnographic research practices and integrate AI into qualitative data collection and analysis.

Authors

Jyoti Suhag Michigan Technological University [biography]

Jyoti Suhag is a Ph.D. student in Computer Science at Michigan Technological University, where she works under the guidance of Leo Ureel II. Her research focuses on AI-supported learning environments, with an emphasis on Socratic dialogue systems and the use of large language models to enhance programming education and qualitative research.

Jyoti’s current work includes the development of an Autoethnography Assistant, an AI-based interview tool designed to support reflective and qualitative inquiry, as well as a Socratic Programming Tutor that promotes deep learning through guided questioning. Her research explores how conversational AI can foster critical thinking, improve learner engagement, and support personalized education.

She is actively involved in teaching and mentoring as a Graduate Teaching Assistant, supporting courses like Artificial Intelligence, Introductory programming. Jyoti has also contributed to multiple research and academic initiatives, including student engagement programs and interdisciplinary collaborations within the College of Computing.

Jyoti holds a Bachelor of Technology degree with honors and is passionate about advancing the role of AI in education and human-centered computing. Her long-term goal is to design intelligent systems that make learning more accessible, interactive, and meaningful.
Laura Albrant http://orcid.org/0009-0003-6721-0969 Michigan Technological University [biography]

After completing a bachelor's degree in computer science, Laura Albrant decided to challenge how she viewed software development, by switching departments. Currently working towards a master's degree in human factors at Michigan Technological University, Laura pursues interests on both sides of the fence through education research.
Dr. Lynn A. Albers http://orcid.org/0000-0002-1436-0256 State University of New York Maritime College [biography]

Dr. Lynn Albers is an Assistant Professor in Mechanical Engineering at the State University of New York (SUNY) Maritime College. Her previous academic contribution was at Hofstra University and one of the founding five faculty/staff at Campbell University, helping the newly formed School of Engineering grow and establish roots in the community. A proponent of Hands-On Activities in the classroom and during out-of-school time programs, she believes that they complement any teaching style thereby reaching all learning styles. She earned her doctorate in Mechanical Engineering from North Carolina State University specializing in thermal sciences where her dissertation research spanned three colleges and focused on Engineering Education. Her passions include but are not limited to Engineering Education, Energy Engineering and Conservation, and K-20 STEM Outreach. Prior to matriculating at NCSU, she worked at the North Carolina Solar Center developing a passion for wind and solar energy research while learning renewable energy policy. She combined these passions with K-20 STEM Outreach while a National Science Foundation Fellow with the GK-12 Outreach Program at NCSU where she began Energy Clubs, an out-of-school-time program for third, fourth and fifth graders to introduce them to renewable energy.
Dr. Michelle E Jarvie-Eggart P.E. http://orcid.org/0000-0002-6795-3899 Michigan Technological University [biography]

Dr. Jarvie-Eggart is a registered professional engineer with over a decade of experience as an environmental engineer. She is an Assistant Professor of Engineering Fundamentals at Michigan Technological University. Her research interests include technology adoption, problem based and service learning, and sustainability.
Dr. Leo C. Ureel II http://orcid.org/0000-0002-2214-5468 Michigan Technological University [biography]

Leo C. Ureel II is an Associate Professor in Computer Science and in Psychology and Human Factors at Michigan Technological University. He has worked extensively in the field of educational software development. His research interests include intelligent learning environments, computer science education, and Artificial Intelligence

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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