skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: AI for Social Good Education at Hispanic Serving Institutions
This project aims to broaden AI education by developing and studying the efficacy of innovative learning practices and resources for AI education for social good. We have developed three AI learning modules for students to: 1) identify social issues that align with the SDGs in their community (e.g., poverty, hunger, quality education); 2) learn AI through hands-on labs and business applications; and 3) create AI-powered solutions in teams to address social is-sues they have identified. Student teams are expected to situate AI learning in their communities and contribute to their communities. Students then use the modules to en-gage in an interdisciplinary approach, facilitating AI learn-ing for social good in informational sciences and technology, geography, and computer science at three CSU HSIs (San Jose State University, Cal Poly Pomona and CSU San Bernardino). Finally, we aim to evaluate the efficacy and impact of the proposed AI teaching methods and activities in terms of learning outcomes, student experience, student engagement, and equity.  more » « less
Award ID(s):
2142783 2142490
PAR ID:
10510759
Author(s) / Creator(s):
; ; ; ;
Publisher / Repository:
AAAI
Date Published:
Journal Name:
Proceedings of the AAAI Symposium Series
Volume:
3
Issue:
1
ISSN:
2994-4317
Page Range / eLocation ID:
473 to 473
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, International Conference on Information Systems (ICIS) 2023)
    While implementing with caution, Artificial Intelligence (AI) holds potential to help nations address pressing social issues, such as homelessness, climate change, and healthcare accessibility. With the existing and potential economic and social benefits of AI, it is crucial to integrate AI learning in undergraduate education. This paper presents the preliminary findings of a course project that engages students to learn AI by prototyping solutions to address important social issues in their communities among 120 undergraduate MIS students. Students worked in groups and developed chatbots that addressed a variety of community issues during COVID-19. A survey study shows students’ enhanced understanding and mastery of AI concepts and applications, empowerment of contributing to their communities through AI innovation, and an emerging awareness of diversity, equity, and ethical issues in the community and AI technologies. We conclude with implications of learning AI, innovation, and ethics through the lens of AI for social good. 
    more » « less
  2. ; ; ; (, Journal of computing sciences in colleges)
    This paper shares the analysis of our quantitative findings regarding the impact of a virtual informal collaborative experiential learning activity on diverse students' computational thinking, critical thinking, and self-efficacy in STEM activities. Designed as part of an ongoing National Science Foundation sponsored project to provide underrepresented minority (URM) students from underserved economic backgrounds with real-world career preparation and technical education across disciplines through collaborative project activities using cutting-edge technologies, the Hackathon for Social Good was implemented during the COVID-19 shutdowns in a New York City community college in lower Manhattan. Students worked in teams to innovate practical solutions to global problems with mentor support from both academia and the tech industry. This intervention drew 36 students from Computer Science, Business, and Sociology classes, who worked with volunteers and alumni during a full-day event in the Fall of 2021, using AI and data science to design culturally sensitive data-driven solutions for real-world problems. The tracks covered the following topics: Zero Hunger, Clean Water, and Sanitation, Green Consumption, Racial Justice, Quality Education, Good Health, and Well Being. The two main objectives of this project are as follows: (1) Design a remote interdisciplinary one-day experiential collaborative learning environment to engage URM teams of students from a community college in applying computational thinking to develop solutions for social good. (2) Conduct research on our intervention to study its effect on students' self-efficacy, as well as their knowledge of, and comfort with, computational thinking, critical thinking, problem-solving, and STEM. The evidence gathered from qualitative and quantitative data indicates that using these mechanisms to infuse CT into student learning across disciplines has several positive outcomes. Students reported increased leadership skills, comfort with teamwork, problem-solving, and critical thinking. A quantitative study specifically showed a positive impact on student confidence in their ability to do CT and improved their sense of efficacy in impacting the world outside of the hackathon. 
    more » « less
  3. ; (, The American Conference on Information Systems (AMCIS) 2023)
    We describe a pedagogical study in which we designed and implemented a module for undergraduate Management Information Systems (MIS) students, aimed at preparing them for an increasingly AI-impacted business environment and society. We developed a learning module that taps their inherent motivation to make a meaningful difference, challenging them to ideate applications of AI for social good (AI4SG), focused specifically on sustainability. We piloted the module in an existing introductory MIS course, first establishing a range of fundamental AI capabilities through hands-on demos and study cases. Then, with instructor guidance, the student teams, working in a social entrepreneurship "start-up" context, identified sustainability challenges impacting their own communities and worked together to propose and pitch AI-powered solutions. The results suggest that students find this approach deepened their understanding of sustainability issues in their communities, improved their knowledge of how AI could address social issues, and improved their confidence in their ability to innovate. 
    more » « less
  4. ; ; ; ; (, Proceedings of the AAAI Conference on Artificial Intelligence)
    This paper presents an experiential learning pedagogy that teaches undergraduate business management information systems students hands-on AI skills through the lens of sustainability. The learning modules aim to empower undergraduate business students to gain interest and confidence in AI knowledge, skills, and careers, to sharpen their higher order thinking abilities, and to help them gain a deeper understanding of sustainability issues. Students learn AI through developing chatbots that address pressing sustainability issues within their own communities. Results of the pilot study indicate that students have increased self-efficacy in AI, more positive attitudes towards AI learning and AI-related careers, enhanced sustainability awareness, and more confidence in their ability to innovate. 
    more » « less
  5. ; ; ; (, American Society of Engineering Education)
    The mission of the Inclusion Diversity Excellence Achievement (IDEA) Engineering Student Center at UC San Diego’s Jacobs School of Engineering is to promote equity, community, and success for all engineering students at the University from admission through graduation. The Academic Achievement Program (AAP) originally focused on academic performance (i.e., grades) and is evolving to more fully address the myriad of factors that contribute to the overall success of undergraduate engineering students. The AAP aims to promote a culture of care for students’ personal well-being and academic success within engineering courses by providing just-in-time support and reinforcing attitudes and habits that empower students to succeed. This effort can be broken down into three goals: I) promote a multifaceted understanding of factors that influence student success, II) teach learning attitudes and behaviors for effective learning, and III) provide tools to support proactive advising at the classroom level. To reach these goals, we envision instructional teams (typically made up of faculty and teaching assistants) who have the knowledge and tools to proactively provide students with support based on deep understanding of how factors inside and outside the classroom influence learning. Such instructional teams can more effectively improve the learning experience and student outcomes like persistence. We also envision students with attitudes and habits that help them learn effectively and use supporting resources to overcome any challenges they encounter. To achieve these goals, AAP includes three components at various stages of development, implementation, and assessment: 1) the Engineer Your Success Course for undergraduates, 2) Student Support Planning Checklist and community of practice for instructional teams, and 3) content on effective learning strategies for instructional teams. This paper will present a developing conceptual framework that guides these activities, describe each component, present preliminary findings, and discuss potential next steps. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email