Incorporating Generative Artificial Intelligence into Engineering Writing Courses

将生成人工智能纳入工程写作课程

• 批准号: 2315294
• 负责人: Tamara Tate
• 金额: $ 40万
• 依托单位: University of California-Irvine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2026-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315294&HistoricalAwards=false
• 关键词: Incorporating; Generative; Artificial; Intelligence; into

This project aims to serve the national interest by developing an engineering writing curriculum that incorporates generative artificial intelligence (AI). With support from the Engaged Student Learning track of the Improving Undergraduate STEM Education: Directorate for STEM Education (IUSE: EDU) program, this project is designed to improve engineering students’ writing skills and enable them to be knowledgeable and ethical users of AI. Writing and communication are crucial to engineers and new generative AI tools such as ChatGPT pose significant opportunities and challenges for helping engineering students become better writers and communicators. Thus, this project seeks to study the integration of AI writing tools in an undergraduate engineering writing course and create open-source products to help instructors integrate AI writing tools into such courses. The project seeks to maximize the digital and AI literacy of emerging engineers to foster critical writing and communication skills, both in college and in their future careers. It is imperative that engineers both understand the potential pitfalls of generative AI related to incorrect information, bias, privacy, and intellectual property rights, and learn to write well with generative AI. The knowledge to understand why and when to use generative AI in writing, the skills to write prompts that generate useful text, and the ethical use of those texts to support one’s own writing should be developed in all engineering students, regardless of socioeconomic status, race/ethnicity, or gender.The project will use design-based implementation research to understand the best practices for integrating AI writing tools into an undergraduate engineering writing course and the impact such integration has on students’ development as writers. To meet these goals, researchers will iteratively develop, implement, and evaluate (a) a curriculum that can be used to integrate AI writing tools into undergraduate engineering writing and communication courses, (b) a pedagogically-informed AI writing platform to ensure reliable access to generative AI for the purposes of the curriculum, and (c) professional development to support instructor use of the curriculum and platform. Each phase of the project will be implemented following the Plan-Do-Act-Study framework: the team will collaboratively plan (set goals, compare practices, select use cases); do (make an action plan to integrate AI writing tools into the Communications in the Professional World course); act (implement the curriculum); and study (monitor and evaluate the progress, analyze findings). The Plan-Do-Act-Study will be conducted in a cyclical manner to iteratively improve the integration and products. Ultimately, the team will make the curriculum, tool, and professional development publicly available on the project website; conduct in-person and online workshops for instructors to support their adoption of the curriculum; offer quarterly webinars to a national audience; and disseminate findings in open access publications, all with the goal of informing STEM instructors across the U.S. about how to incorporate generative AI in writing instruction. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过开发纳入通用人工智能（AI）的工程写作课程来满足国家利益。在敬业的学生学习轨道的支持下，改善了本科STEM教育：STEM教育局（IUSE：EDU）计划，该项目旨在提高工程学生的写作技巧，并使他们成为AI的知识渊博和道德的使用者。写作和沟通对于工程师和新的通用AI工具至关重要，例如Chatgpt为帮助工程学生成为更好的作家和沟通者带来了巨大的机会和挑战。这是该项目旨在研究AI写作工具在本科工程写作课程中的整合，并创建开源产品，以帮助讲师将AI写作工具集成到此类课程中。该项目旨在最大程度地提高新兴工程师的数字和人工智能素养，以促进大学和未来职业的批判性写作和沟通技巧。工程师必须了解与不正确的信息，偏见，隐私和知识产权有关的通用AI的潜在陷阱，并且学会与通用AI写得很好。 The knowledge to understand why and when to use generic AI in writing, the skills to write prompts that generate useful text, and the ethical use of those texts to support one’s own writing should be developed in all engineering students, regardless of socioeconomic status, race/ethnicity, or gender.The project will use design-based implementation research to understand the best practices for integrating AI writing tools into an undergraduate engineering writing course and the impact such integration has on students’ development as作家。 To meet these goals, researchers will iteratively develop, implement, and evaluate (a) a curriculum that can be used to integrate AI writing tools into undergraduate engineering writing and communication courses, (b) a pedagogically-informed AI writing platform to ensure reliable access to generic AI for the purposes of the curriculum, and (c) professional development to support instructor use of the curriculum and platform.项目的每个阶段将按照计划进行研究框架实施：团队将协作计划（设定目标，比较实践，选择用例）；做（制定行动计划，将AI写作工具集成到专业世界课程中的通信中）； ACT（实施课程）；和研究（监控和评估进度，分析结果）。计划进行研究将以周期性的方式进行迭代改善整合和产品。最终，团队将在项目网站上公开提供课程，工具和专业开发；进行面对面和在线研讨会，以供讲师支持他们的课程；向全国观众提供季度网络研讨会；并在开放访问出版物中传播发现，所有这些都旨在告知美国各地的STEM讲师如何将通用AI纳入书面指示。 NSF IUSE：EDU计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估审查标准，被认为是珍贵的支持。