More Like this

1. AI through the Eyes of Gen Z: Setting a Research Agenda for Emerging Technologies that Empower Our Future Generation

   https://doi.org/10.1145/3584931.3611281  

   Mcdonald, Nora; Razi, Afsaneh; Badillo-Urquiola, Karla; Seberger, John S.; Agosto, Denise; Wisniewski, Pamela J. (October 2023, Workshop at the 2023 ACM Conference on Computer Supported Cooperative Work (CSCW 2023))

   Artificial intelligence (AI) underpins virtually every experience that we have—from search and social media to generative AI and immersive social virtual reality (SVR). For Generation Z, there is no before AI. As adults, we must humble ourselves to the notion that AI is shaping youths’ world in ways that we don’t understand and we need to listen to them about their lived experiences. We invite researchers from academia and industry to participate in a workshop with youth activists to set the agenda for research into how AI-driven emerging technologies affect youth and how to address these challenges. This reflective workshop will amplify youth voices and empower youth and researchers to set an agenda. As part of the workshop, youth activists will participate in a panel and steer the conversation around the agenda for future research. All will participate in group research agenda setting activities to reflect on their experiences with AI technologies and consider ways to tackle these challenges. 

   more » « less
2. Advancing the scholarship and practice of stakeholder engagement in working landscapes: a co-produced research agenda

   https://doi.org/10.1007/s42532-022-00132-8  

   Eaton, Weston M.; Burnham, Morey; Robertson, Tahnee; Arbuckle, J. G.; Brasier, Kathryn J.; Burbach, Mark E.; Church, Sarah P.; Hart-Fredeluces, Georgia; Jackson-Smith, Douglas; Wildermuth, Grace; et al (December 2022, Socio-Ecological Practice Research)

   Abstract Participatory approaches to science and decision making, including stakeholder engagement, are increasingly common for managing complex socio-ecological challenges in working landscapes. However, critical questions about stakeholder engagement in this space remain. These include normative, political, and ethical questions concerning who participates, who benefits and loses, what good can be accomplished, and for what, whom, and by who. First, opportunities for addressing justice, equity, diversity, and inclusion interests through engagement, while implied in key conceptual frameworks, remain underexplored in scholarly work and collaborative practice alike. A second line of inquiry relates to research–practice gaps. While both the practice of doing engagement work and scholarly research on the efficacy of engagement is on the rise, there is little concerted interplay among ‘on-the-ground’ practitioners and scholarly researchers. This means scientific research often misses or ignores insight grounded in practical and experiential knowledge, while practitioners are disconnected from potentially useful scientific research on stakeholder engagement. A third set of questions concerns gaps in empirical understanding of the efficacy of engagement processes and includes inquiry into how different engagement contexts and process features affect a range of behavioral, cognitive, and decision-making outcomes. Because of these gaps, a cohesive and actionable research agenda for stakeholder engagement research and practice in working landscapes remains elusive. In this review article, we present a co-produced research agenda for stakeholder engagement in working landscapes. The co-production process involved professionally facilitated and iterative dialogue among a diverse and international group of over 160 scholars and practitioners through a yearlong virtual workshop series. The resulting research agenda is organized under six cross-cutting themes: (1) Justice, Equity, Diversity, and Inclusion; (2) Ethics; (3) Research and Practice; (4) Context; (5) Process; and (6) Outcomes and Measurement. This research agenda identifies critical research needs and opportunities relevant for researchers, practitioners, and policymakers alike. We argue that addressing these research opportunities is necessary to advance knowledge and practice of stakeholder engagement and to support more just and effective engagement processes in working landscapes. 

   more » « less
3. Transgender and Nonbinary Computing and Engineering Education: A Workshop Experience Report

   Sexton, Stacey; Menier, Amanda; Zarch, Rebecca (January 2023, ASEE annual conference proceedings)

   While many efforts have begun to increase the diversity of learners in computing and engineering fields, more inclusive approaches are needed to support learners with intersectional identities across gender, race, ethnicity, and ability. A group of 15 experts across a range of computing, engineering, and data-based disciplines joined experts from education and the social sciences to build a plan for intersectional policy, practices, and research in broadening participation in computing and engineering (BPC/BPE) efforts that is inclusive of gender identity. This paper presents findings from the workshop including near and long term agenda items for intersectional research about the inclusion of gender identity in the computing and engineering education research communities; recommendations for advancing collective understanding of and ability to implement principles of intersectionality in future work and; and highlights from existing work, researchers, and thought leaders on the inclusion of gender identity in BPC/BPE initiatives that inform this research agenda. In this report we’ll discuss the origin of the workshop idea, the experience of pulling together the workshop and lessons learned around implementing it, and finally we’ll report about the outputs and emerging outcomes of the workshop experience. This workshop report will contribute to fostering a space where gender expansive work is valued and valuable for those doing, receiving, and being represented by this work. It will also offer readers the opportunity to conceptualize how to expand and refine the inclusion of gender identity as part of their current and future BPC/BPE initiatives. We end with an explicit call for more gender expansive and gender liberationist work be undertaken through the auspices of ASEE. 

   more » « less
4. Curriculum Design for a Professional Development Program to Enhance STEM Researchers’ Capacity to Identify and Address the Ethical Dimensions of Their Work

   https://doi.org/10.18260/1-2--56189  

   Clancy, Rockwell; Zhu, Qin; Lee, Lisa; Jenkins, Iris (June 2025, ASEE Conferences)

   It is emphasized in national legislation, such as the America COMPETES Act and the more recent CHIPS and Science Act, that research integrity is considered essential to the competitiveness and innovation of the U.S. economy. Various stakeholders, particularly research universities, have been developing interventions and programs to foster an ethical culture in STEM (science, technology, engineering, and mathematics) research and practice among faculty and students. Dominant approaches to research ethics education have historically been shaped by biomedical ethics and the broader ethics of science, placing significant emphasis on misconduct of individual researchers, including the falsification, fabrication, and plagiarism (FFP) of research results. Although these approaches have contributed to promoting ethical conduct among individual researchers, we argue that they still face several challenges. Most notably, due to their narrow scope, traditional research ethics education approaches fail to consider the role of disciplinary cultures in shaping research ethics issues. Additionally, they do not leverage the agency of STEM researchers to identify and address these issues or to generate scalable and sustainable impacts within institutions. To address these issues, this paper introduces the IREI (Innovative Research and Ethical Impact) project, which provides an institutional transformation approach to research ethics education for faculty in STEM fields. This approach aims to transform the institutional culture for ethical STEM research by helping faculty develop and enhance their capacity to identify and address ethical issues in their daily work, while generating scalable and sustainable impacts by leveraging their social networks. More specifically, this paper introduces the curriculum design for a professional development workshop for STEM faculty, which is a key component of the IREI project. This faculty development workshop begins by broadening the understanding of ethics, shifting the focus from aligning the conduct of individual researchers with predetermined ethical principles to the impacts of their actions on the lives of others, as well as on the broader environment and society. This expanded definition is used for two main reasons. First, it emphasizes that it is the actions themselves that ultimately affect others, rather than merely a researcher’s intent or the ethical justification of their behavior. Second, it highlights that future potential impacts are as crucial in research as present, actual impacts—if not more so—since research is intrinsically novel and often future-oriented. Based on this definition, researchers are introduced to steps in the research process, from formulating questions to disseminating results. Participants are then provided with reflective tools and hands-on activities to enhance their ethical sensitivity and expertise throughout the entire research process. This enables them to identify (1) who is affected by their research at various stages and how they are impacted, and (2) strategies to maximize positive effects while minimizing any negative consequences. Finally, faculty are provided with mentoring opportunities to incorporate these reflective insights into broader impacts statements of their own research proposals and projects. Given that these statements directly pertain to their research, we hope that participants will view this workshop as both significant and relevant, as they have a natural interest in making their statements as clear and compelling as possible. 

   more » « less
5. Promoting interdependent privacy preservation in social media via an ethics of care

   Amon, M. J. (January 2022, Privacy Enhancing Technologies Symposium: Workshop on Interdependent and Multi-party Privacy)

   Interdependent privacy (IDP) violations among users occur at a massive scale on social media, as users share or re-share potentially sensitive photos and information about other people without permission. Given that IDP represents a collective moral concern, an ethics of care (or “care ethics”) can inform interventions to promote online privacy. Applied to cyber security and privacy, ethics of care theory puts human relationships at the center of moral problems, where caring-about supports conditions of caring-for and, in turn, protects interpersonal relationships. This position paper explores design implications of an ethics of care framework in the context of IDP preservation. First, we argue that care ethics highlights the need for a network of informed stakeholders involved in content moderation strategies that align with public values. Second, an ethics of care framework calls for psychosocial interventions at the user-level aimed toward promoting more responsible IDP decision-making among the general public. In conclusion, ethics of care has potential to provide coherence in understanding the people involved in IDP, the nature of IDP issues, and potential solutions, in turn, motivating new directions in IDP research. 

   more » « less