Presenting a workshop on navigating the hard and strange questions on AI in society and in our lives.
Category: Tammy Mackenzie, M.B.A.
Tammy Mackenzie
Biography
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Tech Tool: the Survivor’s Dashboard
A dashboard of curated information for survivor’s of modern slavery and the people who work to rescue others. This tool is available for collaborations. Please contact our Technical Director, François Pelletier, for more information.
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Canary in the Mine: An LLM Augmented Survey of Disciplinary Complaints to the Ordre des ingénieurs du Québec (OIQ) (Peer Reviewed)
This study investigates disciplinary incidents involving engineers in Quebec, shedding light on critical gaps in engineering education. Through a comprehensive review of the disciplinary register of the Ordre des ingénieurs du Québec (OIQ)’s disciplinary register for 2010 to 2024, researchers from engineering education and human resources management in technological development laboratories conducted a thematic analysis of reported incidents to identify patterns, trends, and areas for improvement. The analysis aims to uncover the most common types of disciplinary incidents, underlying causes, and implications for the field in how engineering education addresses (or fails to address) these issues. Our findings identify recurring themes, analyze root causes, and offer recommendations for engineering educators and students to mitigate similar incidents. This research has implications for informing curriculum development, professional development, and performance evaluation, ultimately fostering a culture of professionalism and ethical responsibility in engineering. By providing empirical evidence of disciplinary incidents and their causes, this study contributes to evidence-based practices for engineering education and professional development, enhancing the engineering education community’s understanding of professionalism and ethics.
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Developing the Permanent Symposium on AI (poster): Presented at Engineering and Public Policy Division (EPP) Poster Session
A multidisciplinary, reflective autoethnography by some of the people who are building the Permanent Symposium on AI. Includes the history of the project.
RQ 1: Challenges that unite AI policy & tech
RQ 2: How to design the PSAI?
RQ 3: What factors influence the adoption and scalability of the PSAI?
This is the Flagship project of the Aula Fellowship.
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Whole-Person Education for AI Engineers: Presented to CEEA (Peer Reviewed)
This autoethnographic study explores the need for interdisciplinary education spanning both technical an philosophical skills – as such, this study leverages whole-person education as a theoretical approach needed in AI engineering education to address the limitations of current paradigms that prioritize technical expertise over ethical and societal considerations. Drawing on a collaborative autoethnography approach of fourteen diverse stakeholders, the study identifies key motivations driving the call for change, including the need for global perspectives, bridging the gap between academia and industry, integrating ethics and societal impact, and fostering interdisciplinary collaboration. The findings challenge the myths of technological neutrality and technosaviourism, advocating for a future where AI engineers are equipped not only with technical skills but also with the ethical awareness, social responsibility, and interdisciplinary understanding necessary to navigate the complex challenges of AI development. The study provides valuable insights and recommendations for transforming AI engineering education to ensure the responsible development of AI technologies.
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WIP: Gen AI in Engineering Education and the Da Vinci Cube (Peer Reviewed)
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.
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Work in Progress: Exclusive Rhetoric in AI Conference Mission Statements
AI conferences are pivotal spaces for knowledge exchange, collaboration, and shaping the trajectory of research, practice, and education. This paper presents preliminary findings from an analysis of AI conference mission statements, investigating how their stated goals affect who is welcomed into AI conversations. We find that many mission statements reflect assumptions that may unintentionally narrow participation and reinforce disciplinary and institutional silos. This limits engagement from a broad range of contributors—including educators, students, working professionals, and even younger users —who are essential to a thriving AI ecosystem. We advocate for clearer framing that supports democratizing and demystifying AI. By broadening participation and intentionally fostering cross-sector and interdisciplinary connections, AI conferences can help unlock more innovation.
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Literacy Nova Scotia: AI Literacy
Catch the exclusive recording of Tammy Mackenzie’s keynote speech from this year’s Spring Dinner and Auction for Literacy, presented by Lockheed Martin Canada. As the Executive Director and co-founder of the Aula Fellowship, a think tank that focuses on applied artificial intelligence (AI), ethics, and system transitions, Tammy shares her expertise on the rapidly evolving field of AI.
In this thought-provoking presentation, Tammy dives deep into the ethical implications and transformative potential of AI in our society. She examines how AI is shaping industries, education, and communities, while addressing the need for responsible and human-centered innovation.
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United Nations Commission on the creation of a Scientific Panel on AI
Presenting to the UN Committee on the formation of a Scientific Advisory Panel on AI. We also seconded calls by other presenters to ask the committee to move future convenings out of New York, so as to make it possible for delegates to attend from more countries, given the historical and current circumstances in the United States. Post: Consultation on the governance of the UN’s Scientific Advisory Panel on AI. Post on LinkedIn.
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United Nations Commission on the creation of a Scientific Panel on AI
Consultation on the governance of the UN’s Scientific Advsory Panel on AI. Posted on LinkedIn.
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Université de l’Alberta Conférence Annuelle: Les leviers du pouvoir dans l’IA
Les leviers du pouvoir en IA
Conférencière : Tammy MacKenzie
Congrès du Campus Saint-Jean de l’Université de l’Alberta, le 25 avril 2025, Edmonton, AB (Canada). -
What We Do Not Know: GPT Use in Business and Management
This systematic review examines peer-reviewed studies on application of GPT in business management, revealing significant knowledge gaps. Despite identifying interesting research directions such as best practices, benchmarking, performance comparisons, social impacts, our analysis yields only 42 relevant studies for the 22 months since its release. There are so few studies looking at a particular sector or subfield that management researchers, business consultants, policymakers, and journalists do not yet have enough information to make well-founded statements on how GPT is being used in businesses. The primary contribution of this paper is a call to action for further research. We provide a description of current research and identify knowledge gaps on the use of GPT in business. We cover the management subfields of finance, marketing, human resources, strategy, operations, production, and analytics, excluding retail and sales. We discuss gaps in knowledge of GPT potential consequences on employment, productivity, environmental costs, oppression, and small businesses. We propose how management consultants and the media can help fill those gaps. We call for practical work on business control systems as they relate to existing and foreseeable AI-related business challenges. This work may be of interest to managers, to management researchers, and to people working on AI in society.