arXiv subjects

Aditya Johri

Publications and source records attributed to Aditya Johri.

26 records · Page 2Linked to original sources

arXiv2024

Integrating AI Education in Disciplinary Engineering Fields: Towards a System and Change Perspective

Building up competencies in working with data and tools of Artificial Intelligence (AI) is becoming more relevant across disciplinary engineering fields. While the adoption of tools for teaching and learning, such as ChatGPT, is garnering significant attention, integration of AI knowledge, competencies, and skills within engineering education is lacking. Building upon existing curriculum change research, this practice paper introduces a systems perspective on integrating AI education within engineering through the lens of a change model. In particular, it identifies core aspects that shape AI adoption on a program level as well as internal and external influences using existing literature and a practical case study. Overall, the paper provides an analysis frame to enhance the understanding of change initiatives and builds the basis for generalizing insights from different initiatives in the adoption of AI in engineering education.

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arXiv2024

Generative Artificial Intelligence in Higher Education: Evidence from an Analysis of Institutional Policies and Guidelines

The release of ChatGPT in November 2022 prompted a massive uptake of generative artificial intelligence (GenAI) across higher education institutions (HEIs). HEIs scrambled to respond to its use, especially by students, looking first to regulate it and then arguing for its productive integration within teaching and learning. In the year since the release, HEIs have increasingly provided policies and guidelines to direct GenAI. In this paper we examined documents produced by 116 US universities categorized as high research activity or R1 institutions to comprehensively understand GenAI related advice and guidance given to institutional stakeholders. Through an extensive analysis, we found the majority of universities (N=73, 63%) encourage the use of GenAI and many provide detailed guidance for its use in the classroom (N=48, 41%). More than half of all institutions provided sample syllabi (N=65, 56%) and half (N=58, 50%) provided sample GenAI curriculum and activities that would help instructors integrate and leverage GenAI in their classroom. Notably, most guidance for activities focused on writing, whereas code and STEM-related activities were mentioned half the time and vaguely even when they were (N=58, 50%). Finally, more than one half of institutions talked about the ethics of GenAI on a range of topics broadly, including Diversity, Equity and Inclusion (DEI) (N=60, 52%). Overall, based on our findings we caution that guidance for faculty can become burdensome as extensive revision of pedagogical approaches is often recommended in the policies.

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arXiv2018

AI for Trustworthiness! Credible User Identification on Social Web for Disaster Response Agencies

Although social media provides a vibrant platform to discuss real-world events, the quantity of information generated can overwhelm decision making based on that information. By better understanding who is participating in information sharing, we can more effectively filter information as the event unfolds. Fine-grained understanding of credible sources can even help develop a trusted network of users for specific events or situations. Given the culture of relying on trusted actors for work practices in the humanitarian and disaster response domain, we propose to identify potential credible users as organizational and organizational-affiliated user accounts on social media in realtime for effective information collection and dissemination. Therefore, we examine social media using AI and Machine Learning methods during three types of humanitarian or disaster events and identify key actors responding to social media conversations as organization (business, group, or institution), organization-affiliated (individual with an organizational affiliation), and non-affiliated (individual without organizational affiliation) identities. We propose a credible user classification approach using a diverse set of social, activity, and descriptive representation features extracted from user profile metadata. Our extensive experiments showed a contrasting participation behavior of the user identities by their content practices, such as the use of higher authoritative content sharing by organization and organization-affiliated users. This study provides a direction for designing realtime credible content analytics systems for humanitarian and disaster response agencies.

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arXiv2018

#ILookLikeAnEngineer: Using Social Media Based Hashtag Activism Campaigns as a Lens to Better Understand Engineering Diversity Issues

Each year, significant investment of time and resources is made to improve diversity within engineering across a range of federal and state agencies, private/not-for-profit organizations, and foundations. In spite of decades of investments, efforts have not yielded desired returns - participation by minorities continues to lag at a time when STEM workforce requirements are increasing. In recent years a new stream of data has emerged - online social networks, including Twitter, Facebook, and Instagram - that act as a key sensor of social behavior and attitudes of the public. Almost 87% of the American population now participates in some form of social media activity. Consequently, social networking sites have become powerful indicators of social action and social media data has shown significant promise for studying many issues including public health communication, political campaign, humanitarian crisis, and, activism. We argue that social media data can likewise be leveraged to better understand and improve engineering diversity. As a case study to illustrate the viability of the approach, we present findings from a campaign, #ILookLikeAnEngineer (using Twitter data - 19,354 original tweets and 29,529 retweets), aimed at increasing gender diversity in the engineering workplace. The campaign provided a continuous momentum to the overall effort to increase diversity and novel ways of connecting with relevant audience. Our analysis demonstrates that diversity initiatives related to STEM attract voices from various entities including individuals, large corporations, media outlets, and community interest groups.

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arXiv2018

Real-Time Inference of User Types to Assist with More Inclusive Social Media Activism Campaigns

Social media provides a mechanism for people to engage with social causes across a range of issues. It also provides a strategic tool to those looking to advance a cause to exchange, promote or publicize their ideas. In such instances, AI can be either an asset if used appropriately or a barrier. One of the key issues for a workforce diversity campaign is to understand in real-time who is participating - specifically, whether the participants are individuals or organizations, and in case of individuals, whether they are male or female. In this paper, we present a study to demonstrate a case for AI for social good that develops a model to infer in real-time the different user types participating in a cause-driven hashtag campaign on Twitter, ILookLikeAnEngineer (ILLAE). A generic framework is devised to classify a Twitter user into three classes: organization, male and female in a real-time manner. The framework is tested against two datasets (ILLAE and a general dataset) and outperforms the baseline binary classifiers for categorizing organization/individual and male/female. The proposed model can be applied to future social cause-driven campaigns to get real-time insights on the macro-level social behavior of participants.

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arXiv2018

How Diverse Users and Activities Trigger Connective Action via Social Media: Lessons from the Twitter Hashtag Campaign #ILookLikeAnEngineer

We present a study that examines how a social media activism campaign aimed at improving gender diversity within engineering gained and maintained momentum in its early period. We examined over 50,000 Tweets posted over the first ~75 days of the #ILookLikeAnEngineer campaign and found that diverse participation - of types of users - increased activity at crucial moments. We categorize these triggers into four types: 1) Event-Driven: Alignment of the campaign with offline events related to the issue (Diversity SFO, Disrupt, etc.); 2) Media-Driven: News coverage of the events in the media (TechCrunch, CNN, BBC, etc.); 3) Industry-Driven: Web participation in the campaign by large organizations (Microsoft, Tesla, GE, Cisco, etc.); and 4) Personality-Driven: Alignment of the events with popular and/or known personalities (e.g. Isis Anchalee; Michelle Sun; Ada Lovelace.) This study illustrates how one mechanism - triggering - supports connective action in social media campaign.

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arXiv2016

Predicting Performance on MOOC Assessments using Multi-Regression Models

The past few years has seen the rapid growth of data min- ing approaches for the analysis of data obtained from Mas- sive Open Online Courses (MOOCs). The objectives of this study are to develop approaches to predict the scores a stu- dent may achieve on a given grade-related assessment based on information, considered as prior performance or prior ac- tivity in the course. We develop a personalized linear mul- tiple regression (PLMR) model to predict the grade for a student, prior to attempting the assessment activity. The developed model is real-time and tracks the participation of a student within a MOOC (via click-stream server logs) and predicts the performance of a student on the next as- sessment within the course offering. We perform a com- prehensive set of experiments on data obtained from three openEdX MOOCs via a Stanford University initiative. Our experimental results show the promise of the proposed ap- proach in comparison to baseline approaches and also helps in identification of key features that are associated with the study habits and learning behaviors of students.

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arXiv2016

Next-Term Student Performance Prediction: A Recommender Systems Approach

An enduring issue in higher education is student retention to successful graduation. National statistics indicate that most higher education institutions have four-year degree completion rates around 50 percent, or just half of their student populations. While there are prediction models which illuminate what factors assist with college student success, interventions that support course selections on a semester-to-semester basis have yet to be deeply understood. To further this goal, we develop a system to predict students' grades in the courses they will enroll in during the next enrollment term by learning patterns from historical transcript data coupled with additional information about students, courses and the instructors teaching them. We explore a variety of classic and state-of-the-art techniques which have proven effective for recommendation tasks in the e-commerce domain. In our experiments, Factorization Machines (FM), Random Forests (RF), and the Personalized Multi-Linear Regression model achieve the lowest prediction error. Application of a novel feature selection technique is key to the predictive success and interpretability of the FM. By comparing feature importance across populations and across models, we uncover strong connections between instructor characteristics and student performance. We also discover key differences between transfer and non-transfer students. Ultimately we find that a hybrid FM-RF method can be used to accurately predict grades for both new and returning students taking both new and existing courses. Application of these techniques holds promise for student degree planning, instructor interventions, and personalized advising, all of which could improve retention and academic performance.

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