WIP: Faculty Perceptions of ChatGPT - A Survey in Engineering Education

Abstract

This work in progress research paper presents findings from a survey conducted about ChatGPT that was circulated in both spring 2023 and 2024 at an R1 engineering university, with responses from faculty doubling from the first to the second year. As Generative Artificial Intelligence (GAI) and online tools continue to reshape engineering education, it can be difficult for educators to keep up. Emerging technologies like ChatGPT by OpenAI have spurred conversations across academia, and questions about its capabilities and potential uses in the classroom have led to countless ethical discussions about academic integrity and how educators need to adapt to rapid growth in technological advancement. Understanding faculty perceptions of emerging technologies like ChatGPT by OpenAI becomes an essential part of embracing these advancements. This study aims to answer the following research question: What are the current perceptions of faculty towards emerging technologies like ChatGPT by OpenAI in engineering education, as assessed by the Technology Acceptance Model (TAM), and what factors influence their attitudes towards its potential integration into engineering curricula? The TAM assesses survey data by examining responses related to perceived usefulness and ease of use of a technology. It analyzes the extent to which these factors influence attitudes towards, and intention to use the technology, thus predicting its acceptance. Applied to the context of this survey instrument developed by the authors we should glean a good understanding of how faculty may have begun to accept the technology of GAI from the initial survey to the most current survey. Preliminary results shed light on faculty familiarity with ChatGPT and their perspectives on its potential utility for student learning as well as their concerns. By examining faculty attitudes towards integrating ChatGPT into engineering curricula, this research contributes to ongoing discussions on the role of GAI in higher education and provides insight into the extent of which educators currently embrace advancements in a technology-enhanced world.

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