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1. Cultivating Ethical Engineers in the Age of AI and Robotics: An Educational Cultures Perspective

   Rea, Stephen; Zhu, Qin; Nieusma, Dean; Shiekh, Kylee; Williams, Tom (January 2021, IEEE International Symposium on Technology and Society)

   This paper considers the cultivation of ethical identities among future engineers and computer scientists, particularly those whose professional practice will extensively intersect with emerging technologies enabled by artificial intelligence (AI). Many current engineering and computer science students will go on to participate in the development and refinement of AI, machine learning, robotics, and related technologies, thereby helping to shape the future directions of these applications. Researchers have demonstrated the actual and potential deleterious effects that these technologies can have on individuals and communities. Together, these trends present a timely opportunity to steer AI and robotic design in directions that confront, or at least do not extend, patterns of discrimination, marginalization, and exclusion. Examining ethics interventions in AI and robotics education may yield insights into challenges and opportunities for cultivating ethical engineers. We present our ongoing research on engineering ethics education, examine how our work is situated with respect to current AI and robotics applications, and discuss a curricular module in “Robot Ethics” that was designed to achieve interdisciplinary learning objectives. Finally, we offer recommendations for more effective engineering ethics education, with a specific focus on emerging technologies. 

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2. Evaluation of Game-Based Learning in Cybersecurity Education for High School Students

   https://doi.org/10.11591/edulearn.v12i1.7736  

   Jin, Ge; Tu, Manghui; Kim, Tae-Hoon; Heffron, Justin; White, Jonathan (February 2018, Journal of Education and Learning (EduLearn))

   Game based learning is a new game play mechanism that the players explore various aspects of game play in a learning context designed by the instructor or the game designer. Nevertheless, general acceptance of game based learning as a new learning paradigm was deferred by a lack of well-controlled, large sample efficacy studies. To address the increasing need of cybersecurity workforce, this paper introduces a game based learning method for high school cybersecurity education. Purdue University Northwest launched GenCyber high school summer camps to about 200 high school students in Chicago metropolitan area. The survey conducted after the summer camp indicated that the game based learning for cybersecurity education was very effective in cybersecurity awareness training. Further analysis of survey data revealed that there is a gender difference in raising students’ interests in cybersecurity and computer science education using game based learning method. 

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3. Interdisciplinary game design process in Anonymous Communications

   Hamlen, K; Liu, X; Zhu, Z; Wang, H (November 2019, E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2019)

   null (Ed.)

   It is important for experts in computer science to develop skills in identifying the senders and receivers of anonymous communications to be able to defend against cyber attacks and to intercept malicious communications. The current study is an NSF-funded project, the purpose of which is to develop a course in Anonymous Communications for undergraduates with a simulation video game-based experience as a major component for learning. The research team is made up of two computer science professors and two education professors. Interdisciplinary efforts are mostly considered valuable to education, but they also present significant challenges, including that discourse surrounding research involves advanced and discipline-specific terminology. Experts from different disciplines may have difficulty conversing on high levels utilizing the diverse sets of terminology. This is precisely the challenge experienced in the current research study and discussed in this presentation. The purpose of this presentation is to present and discuss the challenges of interdisciplinary research and game design and to seek feedback from conference participants based on others’ experience and knowledge. 

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4. Establishing a Research Experience for Teachers Site to Enhance Data Analytics Curriculum in Secondary STEM Education

   https://doi.org/10.18260/1-2-1153-38350  

   Zhang, S.; Specking, E.; Alimohammadi, M.; Boykin, A.; Bell, S.; Schubert, K.; Davis, S. (September 2021, Proceedings of the ASEE Midwest Section Conference 2021)

   null (Ed.)

   This paper introduces the background and establishment of the first Research Experience for Teachers (RET) Site in Arkansas, supported by the National Science Foundation. The Arkansas Data Analytics Teacher Alliance (AR-DATA) program partners with school districts in the Northwest Arkansas region to promote research-driven high school analytics curriculum and education to reach underserved students, such as those from rural areas. At least thirty 9th-12th grade mathematics, computer science, and pre-engineering teachers will participate in AR-DATA and work with faculty mentors, graduate students, curriculum coaches, and industry experts in a six-week RET Summer Program and academic-year follow up to develop and disseminate learning modules to enhance current curriculum, attain new knowledge of data analytics and engineering applications, and benefit professionally through the RET program activities. The learning modules developed will reflect current cutting-edge analytics research, as well as the development needs of next-generation analytics workforce. 

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5. Examining the Design and Outcomes of an After-School Physical Computing Program in Middle-School

   Veng, S.; Mouza, C.; Pollock, L. (January 2023, Proceedings of Society for Information Technology & Teacher Education International Conference)

   This work examines the application of high-quality pedagogical practices in the design and implementation of an after-school physical computing program aimed at providing middle school students with access to computer science (CS) education. It subsequently examines how the program influenced students’ learning of CS concepts and attitudes towards computing. The program was designed and implemented through a school-university partnership, and 66 middle school students voluntarily participated. There were two cohorts of students in the study. Results indicate that the program had a positive impact on students’ understanding of CS concepts, and a significant impact on attitudes towards computing was seen among those in the second cohort. Implications are drawn for the design of informal after-school programs aimed at broadening participation in computing. 

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