Category: Type: Research

In this category:

1. Peer-Reviewed:
Research Papers
Chapters
Conference Proceedings

2. Pre-Prints. Pre-Prints are standard in some fields. They are not always peer reviewed.

  • Reimagining AI Conference Mission Statements to Promote Inclusion in the Emerging Institutional Field of AI

    Reimagining AI Conference Mission Statements to Promote Inclusion in the Emerging Institutional Field of AI

    AI conferences play a crucial role in education by providing a platform for knowledge sharing, networking, and collaboration, shaping the future of AI research and applications, and informing curricula and teaching practices. This work-in-progress, innovative practice paper presents preliminary findings from textual analysis of mission statements from select artificial intelligence (AI) conferences to uncover information gaps and opportunities that hinder inclusivity and accessibility in the emerging institutional field of AI. By examining language and focus, we identify potential barriers to entry for individuals interested in the AI domain, including educators, researchers, practitioners, and students from underrepresented groups. Our paper employs the use of the Language as Symbolic Action (LSA) framework [1] to reveal information gaps in areas such as no explicit emphasis on DEI, undefined promises of business and personal empowerment and power, and occasional elitism. These preliminary findings uncover opportunities for improvement, including the need for more inclusive language, an explicit commitment to diversity, equity, and inclusion (DEI) initiatives, clearer communications about conference goals and expectations, and emphasis on strategies to address power imbalances and promote equal opportunities for participation. The impact of our work is bi-fold: 1) we demonstrate preliminary results from using the Language as Symbolic Action framework to text-analysis of mission statements, and 2) our preliminary findings will be valuable to the education community in understanding gaps in current AI conferences and consequently, outreach. Our work is thus of practical use for conference organizers, engineering and CS educators and other AI-related domains, researchers, and the broader AI community. Our paper highlights the need for more intentional and inclusive conference design to foster a diverse and vibrant community and community of AI professionals.

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  • Making Space for Critical Action: Re-visioning Computational Thinking

    Making Space for Critical Action: Re-visioning Computational Thinking

    While school makerspaces promise to inspire and excite, the challenge of meaningfully integrating them into schools remains. Guided by a philosophy of praxis that stresses the need for education to interweave theory, action, and reflection to advance positive social change in our communities (Freire, 1970), this paper reports on the co-design of a school space called the Critical Action Learning Lab (CALL) for inclusive making to support computational thinking and critical action through curriculum-informed learning

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  • Decoding the Diversity: A Review of the Indic AI Research Landscape

    Decoding the Diversity: A Review of the Indic AI Research Landscape

    This review paper provides a comprehensive overview of large language model (LLM) research directions within Indic languages. Indic languages are those spoken in the Indian subcontinent, including India, Pakistan, Bangladesh, Sri Lanka, Nepal, and Bhutan, among others. These languages have a rich cultural and linguistic heritage and are spoken by over 1.5 billion people worldwide. With the tremendous market potential and growing demand for natural language processing (NLP) based applications in diverse languages, generative applications for Indic languages pose unique challenges and opportunities for research. Our paper deep dives into the recent advancements in Indic generative modeling, contributing with a taxonomy of research directions, tabulating 84 recent publications. Research directions surveyed in this paper include LLM development, fine-tuning existing LLMs, development of corpora, benchmarking and evaluation, as well as publications around specific techniques, tools, and applications. We found that researchers across the publications emphasize the challenges associated with limited data availability, lack of standardization, and the peculiar linguistic complexities of Indic languages. This work aims to serve as a valuable resource for researchers and practitioners working in the field of NLP, particularly those focused on Indic languages, and contributes to the development of more accurate and efficient LLM applications for these languages.

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  • Teaching Future-Makers: Outcomes of an International Design Workshop for Critical Action Educators

    Teaching Future-Makers: Outcomes of an International Design Workshop for Critical Action Educators

    This paper reports on recent developments of the Critical Action Learning Exchange (Carvalho et al., 2021), an international community of educators who seek to respond to social and environmental issues that affect their students. We report on an international design workshop that engaged a cohort of teachers in designing Critical Action Learning activities for their students in the Summer of 2023. Participants (n=39) completed 16 curriculum designs for grade levels from kindergarten to university, addressing a broad range of socio-environmental issues and adopting diverse approaches, such as Arts-Based Critical Action, Community Engagement, Critical Making, Games for Critical Action, and Storytelling. This paper examines our Professional Development model, together with an analysis of teacher participants’ ideas and their design products. We investigate what forms of scaffolding can facilitate the changes of practice needed for teachers to become critical action educators and support their Critical Action Learning designs.

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  • Outsiders: Pathways and Perspectives from Engineering Education PhDs Outside Academia

    Outsiders: Pathways and Perspectives from Engineering Education PhDs Outside Academia

    This article presents a critical exploration and recommendation based on the lived experiences of PhD graduates in Engineering Education who have ventured into non-academic career paths. The work is rooted in an auto-ethnographic research approach, and the report aims to mimic a live virtual panel. It seeks to elucidate the experiences and challenges faced by PhD graduates who diverged from traditional academic roles to pursue careers in industry, entrepreneurship, consulting, and pre-college leadership. These narratives reveal a complex landscape of motivations, perceived hierarchical barriers, and under-recognition within academic and non-academic sectors, highlighting a divide between industry and academia. The paper delves into the unique challenges faced by non-academic engineering educators, such as confronting a culture that often questions their value outside traditional faculty roles and the overarching perception that non-research roles are less significant. Despite these challenges, the authors argue for the vital role these professionals play in bridging the gap between research, instruction, and practical application in engineering education. They emphasize the importance of ASEE or similar professional societies in recognizing and leveraging the diverse contributions of non-academic engineering educators to foster a more inclusive and supportive community. Key takeaways and recommendations include the necessity for ASEE and similar bodies to shift normative expectations, create inclusive and equitable environments, and actively value diverse career trajectories. The paper calls for actionable strategies to build more inclusive professional communities, create safe spaces for discussing career diversity, and establish stronger connections between current students and diverse alums. The overarching goal is to cultivate an environment where all forms of contribution to engineering education are valued, encouraging a broader spectrum of career considerations among graduates and professionals. The authors seek not only to share insights but also to galvanize a nascent community of like-minded engineering educators aspiring or working outside the traditional academic sphere.

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  • Beyond the algorithm: Empowering ai practitioners through liberal education

    Beyond the algorithm: Empowering ai practitioners through liberal education

    As AI technology continues to transform society, there is a growing need for engineers and technologists to develop interdisciplinary skills to address complex, society-wide problems. However, there is a gap in understanding how to effectively design and deliver inter-disciplinary education programs for AI-related training. This paper addresses this gap by reporting on a successful summer school program that brought together specialists from around the world to engage in deliberations on responsible AI, as part of a Summer School in Responsible AI led by Mila – Quebec Artificial Intelligence Institute. Through deep dive auto-ethnographic reflections from five individuals, who were either organizers or participants, augmented with end-of-program feedback, we provide a rich description of the program’s planning, activities, and impact. Specifically, our study draws from engineering education research, bridging the gap between research and practice to answer three research questions related to the program: (1) How did the program design enable a more effective understanding of interdisciplinary problem-sets? (2) How did participants experience the interdisciplinary work of the program? (3) Did the program affect participants’ impact on interdisciplinary problem-sets after the program? Our findings highlight the benefits of interdisciplinary, holistic, and hands-on approaches to AI education and provide insights for fellow engineering education researchers on how to design effective programs in this field.

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  • (Multi-disciplinary) Teamwork makes the (real) dream work: Pragmatic recommendations from industry for engineering classrooms

    (Multi-disciplinary) Teamwork makes the (real) dream work: Pragmatic recommendations from industry for engineering classrooms

    Many students choose to major in engineering to join the community of professional engineers and gain exposure to the field through their college experience. However, research suggests that engineering graduates may not be adequately prepared for the workplace due to the complexities of engineering work. Engineering work involves complexity, ambiguity, and contradictions, and developing innovation skills requires analyzing real-world problems that are often ill-defined and multifaceted. Therefore, it is essential for engineering students to have opportunities to work in multi-disciplinary teams to develop their skills in problem-solving and innovation. This emphasis on the need for exposure to multi-disciplinary problem solving holds true not only for undergraduate engineers in training, but also for graduate students focused on engineering education.

    This paper draws from experiences of a multi-disciplinary team (including engineers, scientists, UX researchers, Industrial-Organization (I-O) psychologists, economists, and program and product managers) studying talent management in the tech industry, to present lessons learned from leading with science to understand, inform, and improve employee experiences at a large private technology company. Our paper exemplifies how projects in industry leverage multi-disciplinary expertise and presents recommendations for new graduates and engineering professionals. Ultimately, this paper affords an opportunity for educators to expand on examples of how multiple disciplines come together to study engineers in the workforce.

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  • Bridging the Gap: Exploring Semiconductors Exposure and Motivation among Multidisciplinary Engineering Students

    Bridging the Gap: Exploring Semiconductors Exposure and Motivation among Multidisciplinary Engineering Students

    Several educational initiatives are currently underway to address workforce challenges in the semiconductors industry. Assessing students’ exposure to and motivation for semiconductors-related topics is an essential initial step toward recognizing areas where primary efforts should be concentrated. The primary objective of this study is to assess students’ awareness and motivation concerning semiconductors in the context of a multidisciplinary introduction to electrical engineering course. Through quantitative analysis and the administration of an existing validated survey instrument, we aim to explore students’ exposure to semiconductors-related topics and potential correlations between awareness, motivation, and demographic variables, including gender and class standing. The instrument was administered to a cohort of 255 students enrolled in a multidisciplinary course covering the fundamentals of electrical engineering. Preliminary data indicates that only 9% of the students in this cohort haven taken a class about semiconductors and only 3% have some interest in pursuing a career in the semiconductors field. The results of this analysis hold several significant implications for engineering education and the semiconductor industry. Firstly, the limited exposure to and interest in semiconductors among engineering students suggest the need for curriculum alignment with the demands of the semiconductor industry and interdisciplinary education. By doing so, we empower students from diverse disciplines to contribute to technological advancements, innovation, and problem-solving fostering a more inclusive, diverse, and well-rounded workforce within the semiconductor sector.

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  • A Global South Perspective on Explainable AI

    A Global South Perspective on Explainable AI

    A context-driven approach is necessary to translate principles like explainability into practice globally. These vignettes illustrate how AI can be made more trustworthy for users in the Global South through more creative, context-rooted approaches to legibility.

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  • How Issav Asimov Predicted/Influenced the Present AI Scenario

    How Issav Asimov Predicted/Influenced the Present AI Scenario

    This paper investigates Isaac Asimov’s impact on modern artificial intelligence (AI) and robotics, focusing on how his visionary narratives and Three Laws of Robotics resonate with current technological practices and ethical debates. Analyzing specific predictions from Asimov’s works that have materialized in today’s AI applications, we draw parallels between his fictional insights and real-world technologies from leading tech firms. The study further considers the social implications of AI, including issues of human displacement and trust. We also discuss the progress and challenges in formulating global ethical standards for AI, reflecting on national and international efforts. The analysis highlights Asimov’s lasting influence and the ongoing importance of ethical deliberation in the AI field.

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  • De la gestión de crisis a la crisis de gestión: Responsabilidad y democracias liberales en el estallido de la pandemia de la COVID-19

    De la gestión de crisis a la crisis de gestión: Responsabilidad y democracias liberales en el estallido de la pandemia de la COVID-19

    El estallido de la pandemia de la COVID-19 conmocionó a las sociedades de todo el mundo. En su esfuerzo por adaptar sus respuestas a la crisis a sus propias condiciones de supervivencia, los gobiernos tendieron desde el principio a recurrir a argumentos que limitaban la rendición de cuentas frente a la población. Las democracias liberales no fueron ajenas a esta forma de abordar el problema. En ese contexto, sus dirigentes esgrimieron la metáfora de la guerra para describir su posición como garantes de la supervivencia de la población frente a la nueva amenaza. Atenazados entre la incertidumbre y la necesidad de predecir la naturaleza y la evolución del enemigo invisible, sus respuestas pusieron en entredicho la responsabilidad política, profesional y personal de los dirigentes. En este artículo se ofrece una reflexión sobre el nivel de responsabilidad de los gobiernos de las democracias liberales en la gestión de la pandemia. Durante la crisis, los decisores tendieron a dejarse llevar por las narrativas que les resultaban más beneficiosas para escabullirse de sus responsabilidades, apuntalando así sus necesidades políticas a corto plazo a través del uso de metáforas belicistas, el juego de culpas, la competición con otros países y la dispersión de las fuentes en el proceso de toma de decisiones. Esta realidad supone hoy un llamado a la reflexión a los actores sociales, incluidos los expertos, intelectuales y medios de comunicación, para trascender la retórica predominante en la gestión de la pandemia y la “nueva normalidad” que le siguió, de manera que la dinámica de alteraciones constantes de las reglas del juego y las responsabilidades pueda dar paso, en el futuro, a un escenario con menos arbitrariedad y más rendición de cuentas.

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  • You are either with us, or against us: the small state of Serbia between domestic ambition and external pressures

    You are either with us, or against us: the small state of Serbia between domestic ambition and external pressures

    This article examines the position of Serbia as a small state in the context of external pressures, largely reflecting an ambition to balance the East and the West. While clearly interested in offers and benefits from collaboration with both geostrategic realms, Serbia’s authorities have always left space for possible alternatives—a trend that is expected to serve power preservation or to inform external players to what extent Serbia is keen on balancing and juxtaposing great powers in the region. While analyzing the limited case of the Covid-19 pandemic and the never-ending case of Kosovo, additionally actualized by the Russo-Ukrainian war, the present study suggests that Serbia is at the crossroads between growing ambitions and the real limitations of what its smallness can achieve. The paper concludes that Serbian foreign policy contains all the prerogatives of movement without a goal, a search for strategic partnerships, but without a coherent political vision—an approach that generates suspicion of being labelled as distracted and unreliable.

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