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That rethinking, for some faculty, involves replacing gameable assignments based on memorizing and summarizing with assignments involving problem-solving, in-class creation, critical thinking, and collaboration.
Beyond that, faculty are considering how AI models such as ChatGPT can customize learning by producing dynamic case studies or offering instant feedback or follow-up questions. “It could be emergent and responsive in a way that one human never could,” said Jacob Grohs, associate professor of engineering education in the College of Engineering. “It really ups the ante in terms of what we need to be doing as teachers.”
In a first-year engineering course Andrew Katz taught last semester, the assistant professor of engineering education had ChatGPT explain foundational engineering concepts with different audiences in mind — a first-grader, a high…
