importance of managing generative AI projects. Itdiscusses AI and generative AI, highlighting challenges faced by project managers, such as dataquality, technical complexity, ethics, legal compliance, resource constraints, and scalability.To address these challenges, the paper recommends crucial skills for project managers: formingmultidisciplinary teams, cultivating a deep understanding of generative AI, embracing ethicalconsiderations, adopting agile methodologies, practicing continuous integration, upholdingstringent quality assurance, and fostering collaborative efforts. This study has implications forboth educators and engineering students alike. Educators are encouraged to integrate projectmanagement courses into engineering programs
inengineering education were made. These include as follows: 1. Provide more resources and training opportunities for students. This can be done by giving some examples in class so that students can understand how AI tools can be wisely used in engineering education. 2. Do not have AI take over the thinking process. Make sure that students understand that when they are using an AI tool, they should double check its accuracy. AI tools may be beneficial in many ways and may give accurate information, however, information given still needs to be double checked. 3. Promote awareness of ethical considerations. In this day of age technology changes and therefore AI will also change the way humans work. Students should be
effectively.To respond to these weaknesses, it becomes vital to find an equilibrium between AIincorporation and traditional pedagogical approaches, advocate for conscientious AI utilization,and stimulate dialogues concerning the roles and boundaries of AI in the educational sphere.Moreover, fostering awareness among educators and students regarding the potential for biasesand ethical considerations when engaging with AI tools is of utmost importance. In conclusion,while this AI has undeniable advantages in assisting students in computer classes, dependence onChat GPT has a significant impact on the development of critical thinking skills, which mayrequire a supplemental approach to its use in computer learning, with a carefully selectedquestion to
generative AI while minimizing anynegative consequences. This includes understanding the ethical considerations surrounding AI andteaching students how to use these tools responsibly (Qadir, 2023).ChatGPT can be used in construction engineering education. For example, if project input parametersalong with expectations are given to the tool, then it can produce required documentation for variousaspects of construction. It will be a great AI tool to use for teaching construction engineering because itcan act like a “Construction Management Software Program”. It can help with iterative procedures toimprove the analysis and design of various structures to be built for different projects. Particularly tomake construction reports, it will help on the
, sociology, psychology, hospitalitymanagement, nursing, and fashion, potentially revolutionizing admissions and hiring processesin these fields.Implications: The synthesis of research findings highlights the importance of striking a balancebetween algorithmic predictions and humanistic considerations in education. The integration ofdata-driven insights into the learning experience, through methods like Intelligent TutoringSystems and online platforms, presents promising avenues for personalized education. However,ethical concerns surrounding data privacy and algorithmic bias must be addressed to ensureequitable educational opportunities. Additionally, the identified research gaps, such as cross-course validation and intelligent tool development
information needs, consider them thoughtfully,incorporate stakeholder feedback into project design where possible, and communicateeffectively and ethically. This course addresses an emerging and important aspect of civilengineering practice and is breaking new ground in engineering education.References[1] "Civil Engineering Body of Knowledge: Preparing the Future Civil Engineer," American Society of Civil Engineers, 2019.[2] Linda Geppert, "Educating the Renaissance Engineer," Spec, vol. 32, pp. 39-43, Sep 1, 1995.[3] ABET. Criteria for Accrediting Engineering Programs, 2022 – 2023. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting- engineering-programs-2022-2023/.[4] R. D. Bullard, "Solid Waste