WIP: Innovative Practice: Incorporating ChatGPT into Technical Writing Assignments in Chemical Engineering Education

Abstract

This work in progress (WIP) innovative practice paper describes the incorporation of ChatGPT into technical writing at the undergraduate and graduate level of an engineering program. Since professional skills play a critical role in the success of an engineer, specifically communication through writing, it is critical to incorporate writing into the curriculum; however, large class sizes, overloaded faculty, and the qualitative aspect of writing, can make it difficult to convince faculty to do so. The rise of Artificial Intelligence-Driven Conversational Agents (AI-DCA) that can understand and respond to human language and give immediate feedback could aid in resolving this challenge. To understand the students' perceptions of using AI platforms for revisions, a homework assignment in both a graduate and undergraduate course incorporated the use of ChatGPT for editing and creation. Then, a survey that included their likes and concerns about using AI for educational purposes was given. The preliminary results found that many students had never used ChatGPT, and that they were impressed with its ability to correct grammar mistakes and assist in making sentences more concise. While the majority of both graduate and undergraduate students found value in the changes that ChatGPT suggested, concerns regarding ethics, accuracy, and the use of AI in general were mentioned. Although the setting for this innovative practice was within the context of chemical engineering education, the principles can be applied to other disciplines as well. Motivations for adopting this practice include the desire to improve student writing skills, increase engagement and accessibility, and better prepare students for future careers in industry.

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