TY - JOUR
T1 - Exploring the future of engineering education
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
AU - Tucker, Conrad
AU - Jackson, Kathy Schmidt
AU - Park, John Jongho
N1 - Funding Information:
This research is funded by the National Science Foundation NSF DUE #1941782. Any opinions, findings, or conclusions found in this paper are those of the authors and do not necessarily reflect the views of the sponsor.
Funding Information:
Figure 3 indicates that a majority of participants were interested in learning more about funding and research opportunities in the AI+STEM space. Compared to Figures 1 and 2, there were less participants who responded with “Agree” and “Strongly Agree” responses. These findings could be a result of the presence of participants from several funding agencies including representatives from the National Science Foundation (NSF), National Institutes of Health (NIH), Office of Naval Research (ONR), and the National Aeronautics and Space Administration (NASA). Figure 4 indicates that diverse stakeholders are interested in learning more about research opportunities pertaining to AI+STEM, hereby highlighting the fact that individuals beyond academia, are interested in not only utilizing AI as a tool to advance STEM, but also in the research dimension that results in the development of AI.
Publisher Copyright:
© American Society for Engineering Education 2020.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - The objective of this NSF funded workshop was to explore ways that artificial intelligence (AI) is transforming the jobs landscape and in turn, the knowledge portfolio and skills that educators should be imparting on their students prior to graduation. To best address these issues, engineering researchers, policy advocates, and industry leaders were convened to discuss the future of STEM and societies in the age of AI. From an engineering education domain, workshop participants were made aware of fundamental breakthroughs in AI that have resulted in their wide-scale adoption in society, and how these breakthroughs may impact the types of jobs that engineers of the future will do. Pre- and post-survey data were acquired from the participants in order to quantify the differences, if any, in terminology such as AI, and STEM. Beyond semantic differences in terminology, data pertaining to the solutions proposed by different groups were also collected. I.e., from an academic point of view, what changes are needed in industry and government, in order to facilitate the changing nature of education? From a government perspective, what should be the national funding priorities in order to ensure that the U.S. remains highly competitive on the global landscape and leverages the power of AI to innovate and retrain its workforce? From an industry perspective, how should degree programs evolve to meet the needs of the real world? Findings from this workshop can serve as a guide to researchers and decision makers in academia, government and industry on how AI will transform both STEM education and the workforce.
AB - The objective of this NSF funded workshop was to explore ways that artificial intelligence (AI) is transforming the jobs landscape and in turn, the knowledge portfolio and skills that educators should be imparting on their students prior to graduation. To best address these issues, engineering researchers, policy advocates, and industry leaders were convened to discuss the future of STEM and societies in the age of AI. From an engineering education domain, workshop participants were made aware of fundamental breakthroughs in AI that have resulted in their wide-scale adoption in society, and how these breakthroughs may impact the types of jobs that engineers of the future will do. Pre- and post-survey data were acquired from the participants in order to quantify the differences, if any, in terminology such as AI, and STEM. Beyond semantic differences in terminology, data pertaining to the solutions proposed by different groups were also collected. I.e., from an academic point of view, what changes are needed in industry and government, in order to facilitate the changing nature of education? From a government perspective, what should be the national funding priorities in order to ensure that the U.S. remains highly competitive on the global landscape and leverages the power of AI to innovate and retrain its workforce? From an industry perspective, how should degree programs evolve to meet the needs of the real world? Findings from this workshop can serve as a guide to researchers and decision makers in academia, government and industry on how AI will transform both STEM education and the workforce.
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M3 - Conference article
AN - SCOPUS:85095748964
SN - 2153-5965
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
M1 - 691
Y2 - 22 June 2020 through 26 June 2020
ER -