Chen, C., & Olajoyegbe, T. O., & Morkos, B. (2020, June), The Imminent Educational Paradigm Shift: How Artificial Intelligence will Reframe how we Educate the Next Generation of Engineering Designers  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35326

\bibitem{asee_peer_35326}
  Chen, C., \& Olajoyegbe, T. O., \& Morkos, B. (2020, June), \emph{The Imminent Educational Paradigm Shift: How Artificial Intelligence will Reframe how we Educate the Next Generation of Engineering Designers}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35326

Cheng Chen, Toluwalase Oluwagbemileke Olajoyegbe, and Beshoy Morkos.  "The Imminent Educational Paradigm Shift: How Artificial Intelligence will Reframe how we Educate the Next Generation of Engineering Designers".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35326 Internet.  29 Jun, 2024

\bibitem{asee_peer_35326}
  Cheng Chen, Toluwalase Oluwagbemileke Olajoyegbe, and Beshoy Morkos.
  "The Imminent Educational Paradigm Shift: How Artificial Intelligence will Reframe how we Educate the Next Generation of Engineering Designers".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35326 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_35326
author = "Cheng Chen, Toluwalase Oluwagbemileke Olajoyegbe, and Beshoy Morkos"
title = "The Imminent Educational Paradigm Shift: How Artificial Intelligence will Reframe how we Educate the Next Generation of Engineering Designers"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35326}
number = {10.18260/1-2--35326}
}

TY  - CPAPER
AB  - This paper serves as a survey of the impact Artificial Intelligence has had and will have on engineering design education.  Artificial intelligence has helped designers realize solution and concepts that were once not attainable or considered.  The ability for artificial intelligence to develop solutions that are Pareto Optimal yet not reachable by human designers has opened the doors to computational design approaches.  Computational Design approaches such as generative design – whereby an artificial intelligent agents makes design decisions based on historical or live data – will have a significant role in how designers interact and utilize computational resources.  
Currently, little is known about how to incorporate artificial intelligence in design education courses.  Further, most educators implore students to seek out solutions instead of using computational resources to determine an optimal solution that would otherwise not be attainable.  While there is no debate on the positive impact of artificial intelligence on yielding design solution, there is a fundamental research gap in understanding how and when artificial intelligence tools should be used in design education.  
Similar to the paradigm shifts experienced with the advancement of technology over the years, from calculators to computers to coding, Artificial Intelligence will create a paradigm shifts in the way students are taught – and the way they learn.  This paper will present a survey of research (both separate and intersectional) performed in the artificial intelligence and computational design domains to domains in an attempt to predict what tomorrow’s design environment will look like and how this will impact how we educate future designers.  

AU  - Cheng Chen
AU  - Toluwalase Oluwagbemileke Olajoyegbe
AU  - Beshoy Morkos
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - The Imminent Educational Paradigm Shift: How Artificial Intelligence will Reframe how we Educate the Next Generation of Engineering Designers
UR  - https://peer.asee.org/35326
DO  - 10.18260/1-2--35326
ER  -