Understanding Faculty and Student perceptions of ChatGPT

Abstract

Throughout one year Generative Artificial Intelligence (GAI) has touched and changed the fabric of our world exceptionally fast and on a scale we have never seen before. Engineering educators have been quick to discuss this new technology amongst themselves. Some have begun integrating the technology into their classroom, while others are actively attempting to mitigate the effects of it on their courses. The rapid nature of the GAI disruption has led the authors of this work to explore how engineering faculty and students in higher education are perceiving this technology, particularly ChatGPT, in the context of engineering education. The authors of this paper developed a survey instrument and distributed it to faculty, staff, and students at Texas A&M University (TAMU), garnering over 1000 responses. The purpose of this work is to examine these responses, both quantitatively and qualitatively, to ascertain how students, faculty, and staff perceive ChatGPT as it is situated in the space of engineering education. Some basic statistical methods will be used to showcase various comparisons between the groups surveyed, and a conceptual framework developed by the authors in a different work is paired with that quantitative analysis to develop a narrative that will be presented to paint a story of how faculty and students are perceiving this GAI technology in their lives. The authors of this work believe it is important to not only share the perceptions of students and faculty at TAMU, but to also share a glimpse into the process of how this disruptive technology spurred organizational change at TAMU in hopes that it can be valuable for other university faculty facing the same now global issue of GAI.

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