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As artificial intelligence and robotics are increasingly integrated in graduate research and education, graduate students across disciplines need to develop a “technological literacy” in how they work along with the ethical understanding needed to navigate these technologies responsibly. To satisfy this need, the corresponding and last author has developed a graduate-level course on AI ethics and human-robot interaction (HRI) designed for students from a variety of disciplines and backgrounds. The paper offers an overview of the course, detailing its content, institutional context, and the rationale behind its development. It describes the curriculum structure, including key themes and learning objectives, and the pedagogical approaches and assessment methods utilized in the course. The paper concludes with reflections from the instructor on the lessons learned from teaching the course and the experiences gained throughout the learning process. 

We are interested in understanding the complexities associated with student navigation of engineering. As part of a study associated with a larger project, we interviewed five upper division, undergraduate women of color in engineering during the Fall 2022 semester. In this paper, we present preliminary results from one participant, Nadia, and discuss the codebook development process. Insights from this paper can inform practice and research. Notably, it can help develop more responsive support structures in engineering for students from marginalized groups, specifically WOC. Furthermore, insight about codebook development can help inform qualitative research practices in engineering education.