June 15, 2019
June 15, 2019
June 19, 2019
Faculty Development Constituent Committee
This research paper explores the potential use of chatbots (simulated interactive virtual conversations) in future faculty mentoring. In this case, a mentee asks career advice of a chatbot that draws responses from a pre-programmed database populated by renowned emeriti engineering faculty. Chatbots are being developed under the National Science Foundation INCLUDES Design and Developments Launch Pilot award (17-4458). Their efficacy for future faculty mentoring is explored through a phenomenological design grounded by the Efficacy of Chatbots for Future Faculty Mentoring conceptual framework utilizing focus groups with underrepresented minority (URM) doctoral engineering students. Chatbots were found to be effective as a supplementary mentoring option as URM doctoral students have ample unmet mentoring needs. Yet, intent to use this type of mentoring was mixed, despite high satisfaction ratings on positive user interface and perceived trustworthiness, because of the lack of personalization in this type of mentoring relationship. The preferred presentation method for this research paper is a traditional lecture, although a demonstration of the chatbot will be provided to afford session participants the opportunity to view and offer feedback on its perceived utility.
Mendez, S. L., & Conley, V. M., & Johanson, K., & Gosha, K., & Mack, N. A., & Haynes, C. L., & Gerhardt, R. A. (2019, June), The Use of Chatbots in Future Faculty Mentoring: A Case of the Engineering Professoriate Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33434
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