Strain, S., & Watson, A. B., & Hale, M. (2024, March), Generative AI as an educational resource  Paper presented at 2024 South East Section Meeting, Marietta, Georgia. 10.18260/1-2--45532

\bibitem{asee_peer_45532}
  Strain, S., \& Watson, A. B., \& Hale, M. (2024, March), \emph{Generative AI as an educational resource}
  Paper presented at 2024 South East Section Meeting, Marietta, Georgia.
  10.18260/1-2--45532

Stephen Strain, Andrew Blass Watson, and Matthew Hale.  "Generative AI as an educational resource".  2024 South East Section Meeting, Marietta, Georgia, 2024, March.  ASEE Conferences, 2024.  https://peer.asee.org/45532 Internet.  15 May, 2024

\bibitem{asee_peer_45532}
  Stephen Strain, Andrew Blass Watson, and Matthew Hale.
  "Generative AI as an educational resource".
  \emph{2024 South East Section Meeting, Marietta, Georgia, 2024, March}.
  ASEE Conferences, 2024.
  https://peer.asee.org/45532 Internet.  15 May, 2024

@INPROCEEDINGS{asee_peer_45532
author = "Stephen Strain, Andrew Blass Watson, and Matthew Hale"
title = "Generative AI as an educational resource"
booktitle = "2024 South East Section Meeting"
year = "2024"
month = "March"
address = "Marietta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45532}
number = {10.18260/1-2--45532}
}

TY  - CPAPER
AB  - In an era defined by technological revolutions, the emergence of generative artificial intelligence (GenAI) stands out as a force with the potential to reshape society's fundamental structures of communication including journalism, scientific research, and education. The present work explores the impending global disruption posed by GenAI and its profound implications for engineering education. We examine GenAI's accessibility, capabilities, and rapid progression, along with the growing demand for GenAI skills in the engineering job market. Drawing on prior research, we advocate for three key actions: 1) a readiness to adapt or replace traditional pedagogical approaches; 2) the promotion of GenAI literacy among engineering educators and students; and 3) leveraging GenAI to enhance both student learning and educator effectiveness. Furthermore, we share our initial experiences incorporating GenAI as an educational resource within an undergraduate engineering curriculum. These experiments shed light on the transformative potential of GenAI in the classroom. In summary, our call to action underscores the urgency of preparing engineering educators and students for the imminent GenAI-driven paradigm shift and highlights the potential benefits of embracing this transformative technology.
[NOTE: We have received assistance from generative AI to fine-tune the language in the above abstract. The ideas are our own. We are happy to provide the transcript of our "conversation" with ChatGPT upon request. We view using GenAI in this way to be an example supporting the central claim of our abstract.]
AU  - Stephen Strain
AU  - Andrew Blass Watson
AU  - Matthew Hale
CY  - Marietta, Georgia
DA  - 2024/03/10
PB  - ASEE Conferences
TI  - Generative AI as an educational resource
UR  - https://peer.asee.org/45532
DO  - 10.18260/1-2--45532
ER  -