Beyond Traditional Methods: Generative AI’s Impact on STEM Pedagogy, Research and Innovation

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.title[
# <p>Beyond Traditional Methods: Generative AI’s Impact on STEM Pedagogy, Research and Innovation</p>
]
.author[
### Josh Ferris, Assistant Lecturer   <a href="https://miamioh.edu/fsb/directory/?up=/directory/ferrisj2"><svg viewBox="0 0 512 512" style="height:1em;position:relative;display:inline-block;top:.1em;fill:white;" xmlns="http://www.w3.org/2000/svg"> <path d="M326.612 185.391c59.747 59.809 58.927 155.698.36 214.59-.11.12-.24.25-.36.37l-67.2 67.2c-59.27 59.27-155.699 59.262-214.96 0-59.27-59.26-59.27-155.7 0-214.96l37.106-37.106c9.84-9.84 26.786-3.3 27.294 10.606.648 17.722 3.826 35.527 9.69 52.721 1.986 5.822.567 12.262-3.783 16.612l-13.087 13.087c-28.026 28.026-28.905 73.66-1.155 101.96 28.024 28.579 74.086 28.749 102.325.51l67.2-67.19c28.191-28.191 28.073-73.757 0-101.83-3.701-3.694-7.429-6.564-10.341-8.569a16.037 16.037 0 0 1-6.947-12.606c-.396-10.567 3.348-21.456 11.698-29.806l21.054-21.055c5.521-5.521 14.182-6.199 20.584-1.731a152.482 152.482 0 0 1 20.522 17.197zM467.547 44.449c-59.261-59.262-155.69-59.27-214.96 0l-67.2 67.2c-.12.12-.25.25-.36.37-58.566 58.892-59.387 154.781.36 214.59a152.454 152.454 0 0 0 20.521 17.196c6.402 4.468 15.064 3.789 20.584-1.731l21.054-21.055c8.35-8.35 12.094-19.239 11.698-29.806a16.037 16.037 0 0 0-6.947-12.606c-2.912-2.005-6.64-4.875-10.341-8.569-28.073-28.073-28.191-73.639 0-101.83l67.2-67.19c28.239-28.239 74.3-28.069 102.325.51 27.75 28.3 26.872 73.934-1.155 101.96l-13.087 13.087c-4.35 4.35-5.769 10.79-3.783 16.612 5.864 17.194 9.042 34.999 9.69 52.721.509 13.906 17.454 20.446 27.294 10.606l37.106-37.106c59.271-59.259 59.271-155.699.001-214.959z"></path></svg> MU Webpage</a><br><br/> Rayna Xu, Assistant Professor   <a href="http://www.fsb.miamioh.edu/directory/xur29"><svg viewBox="0 0 512 512" style="height:1em;position:relative;display:inline-block;top:.1em;fill:white;" xmlns="http://www.w3.org/2000/svg"> <path d="M326.612 185.391c59.747 59.809 58.927 155.698.36 214.59-.11.12-.24.25-.36.37l-67.2 67.2c-59.27 59.27-155.699 59.262-214.96 0-59.27-59.26-59.27-155.7 0-214.96l37.106-37.106c9.84-9.84 26.786-3.3 27.294 10.606.648 17.722 3.826 35.527 9.69 52.721 1.986 5.822.567 12.262-3.783 16.612l-13.087 13.087c-28.026 28.026-28.905 73.66-1.155 101.96 28.024 28.579 74.086 28.749 102.325.51l67.2-67.19c28.191-28.191 28.073-73.757 0-101.83-3.701-3.694-7.429-6.564-10.341-8.569a16.037 16.037 0 0 1-6.947-12.606c-.396-10.567 3.348-21.456 11.698-29.806l21.054-21.055c5.521-5.521 14.182-6.199 20.584-1.731a152.482 152.482 0 0 1 20.522 17.197zM467.547 44.449c-59.261-59.262-155.69-59.27-214.96 0l-67.2 67.2c-.12.12-.25.25-.36.37-58.566 58.892-59.387 154.781.36 214.59a152.454 152.454 0 0 0 20.521 17.196c6.402 4.468 15.064 3.789 20.584-1.731l21.054-21.055c8.35-8.35 12.094-19.239 11.698-29.806a16.037 16.037 0 0 0-6.947-12.606c-2.912-2.005-6.64-4.875-10.341-8.569-28.073-28.073-28.191-73.639 0-101.83l67.2-67.19c28.239-28.239 74.3-28.069 102.325.51 27.75 28.3 26.872 73.934-1.155 101.96l-13.087 13.087c-4.35 4.35-5.769 10.79-3.783 16.612 5.864 17.194 9.042 34.999 9.69 52.721.509 13.906 17.454 20.446 27.294 10.606l37.106-37.106c59.271-59.259 59.271-155.699.001-214.959z"></path></svg> MU Webpage</a><br><br/> Jay Shan, Rose-Marie Garia Anderson Chair Assistant Prof.   <a href="http://www.fsb.miamioh.edu/directory/shanz3"><svg viewBox="0 0 512 512" style="height:1em;position:relative;display:inline-block;top:.1em;fill:white;" xmlns="http://www.w3.org/2000/svg"> <path d="M326.612 185.391c59.747 59.809 58.927 155.698.36 214.59-.11.12-.24.25-.36.37l-67.2 67.2c-59.27 59.27-155.699 59.262-214.96 0-59.27-59.26-59.27-155.7 0-214.96l37.106-37.106c9.84-9.84 26.786-3.3 27.294 10.606.648 17.722 3.826 35.527 9.69 52.721 1.986 5.822.567 12.262-3.783 16.612l-13.087 13.087c-28.026 28.026-28.905 73.66-1.155 101.96 28.024 28.579 74.086 28.749 102.325.51l67.2-67.19c28.191-28.191 28.073-73.757 0-101.83-3.701-3.694-7.429-6.564-10.341-8.569a16.037 16.037 0 0 1-6.947-12.606c-.396-10.567 3.348-21.456 11.698-29.806l21.054-21.055c5.521-5.521 14.182-6.199 20.584-1.731a152.482 152.482 0 0 1 20.522 17.197zM467.547 44.449c-59.261-59.262-155.69-59.27-214.96 0l-67.2 67.2c-.12.12-.25.25-.36.37-58.566 58.892-59.387 154.781.36 214.59a152.454 152.454 0 0 0 20.521 17.196c6.402 4.468 15.064 3.789 20.584-1.731l21.054-21.055c8.35-8.35 12.094-19.239 11.698-29.806a16.037 16.037 0 0 0-6.947-12.606c-2.912-2.005-6.64-4.875-10.341-8.569-28.073-28.073-28.191-73.639 0-101.83l67.2-67.19c28.239-28.239 74.3-28.069 102.325.51 27.75 28.3 26.872 73.934-1.155 101.96l-13.087 13.087c-4.35 4.35-5.769 10.79-3.783 16.612 5.864 17.194 9.042 34.999 9.69 52.721.509 13.906 17.454 20.446 27.294 10.606l37.106-37.106c59.271-59.259 59.271-155.699.001-214.959z"></path></svg> MU Webpage</a><br><br/> Fadel M. Megahed, Endres Associate Professor   <a href="http://www.fsb.miamioh.edu/directory/megahefm"><svg viewBox="0 0 512 512" style="height:1em;position:relative;display:inline-block;top:.1em;fill:white;" xmlns="http://www.w3.org/2000/svg"> <path d="M326.612 185.391c59.747 59.809 58.927 155.698.36 214.59-.11.12-.24.25-.36.37l-67.2 67.2c-59.27 59.27-155.699 59.262-214.96 0-59.27-59.26-59.27-155.7 0-214.96l37.106-37.106c9.84-9.84 26.786-3.3 27.294 10.606.648 17.722 3.826 35.527 9.69 52.721 1.986 5.822.567 12.262-3.783 16.612l-13.087 13.087c-28.026 28.026-28.905 73.66-1.155 101.96 28.024 28.579 74.086 28.749 102.325.51l67.2-67.19c28.191-28.191 28.073-73.757 0-101.83-3.701-3.694-7.429-6.564-10.341-8.569a16.037 16.037 0 0 1-6.947-12.606c-.396-10.567 3.348-21.456 11.698-29.806l21.054-21.055c5.521-5.521 14.182-6.199 20.584-1.731a152.482 152.482 0 0 1 20.522 17.197zM467.547 44.449c-59.261-59.262-155.69-59.27-214.96 0l-67.2 67.2c-.12.12-.25.25-.36.37-58.566 58.892-59.387 154.781.36 214.59a152.454 152.454 0 0 0 20.521 17.196c6.402 4.468 15.064 3.789 20.584-1.731l21.054-21.055c8.35-8.35 12.094-19.239 11.698-29.806a16.037 16.037 0 0 0-6.947-12.606c-2.912-2.005-6.64-4.875-10.341-8.569-28.073-28.073-28.191-73.639 0-101.83l67.2-67.19c28.239-28.239 74.3-28.069 102.325.51 27.75 28.3 26.872 73.934-1.155 101.96l-13.087 13.087c-4.35 4.35-5.769 10.79-3.783 16.612 5.864 17.194 9.042 34.999 9.69 52.721.509 13.906 17.454 20.446 27.294 10.606l37.106-37.106c59.271-59.259 59.271-155.699.001-214.959z"></path></svg> MU Webpage</a><br><br/>
]
.date[
### Nov. 1, 2023 | 1st AI Symposium | Miami University
]

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# Background: Artificial Intelligence

.left-code[

.center[.bold[A [working definition](https://www.brookings.edu/articles/what-is-artificial-intelligence/) for AI]]

.content-box-gray[
.bold[.red[Artificial Intelligence (AI):]] .bold[A system that acts in a way, where people might denote as "intelligent" if another human were to do something similar.]
]

.center[.bold[Reported applications of AI span numerous fields]] 
e.g., see a sample applications as generated by ChatGPT in the flowchart to the right.

]

.right-plot[

]

.footnote[
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**Image Source:** The flowchart's content and its LaTex code were generated using ChatGPT (May 24 Version).
]

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# Background: The Road to Generative AI

<br>

.footnote[
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**Comment:** You have been hearing about **big data** in SPC for over a decade now. For example, my paper titled [Statistical Perspectives on Big Data](https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=ab40f392e653b7336cbebf7c4fb95d3988748282) was published almost exactly 10 years ago in the ISQC Workshop in Sydney. We now have models that can digest and generate answers based on more than 45TB of text. 
]

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# Background: Generative AI

.content-box-gray[
.bold[.red[Generative AI:]] .bold[The objective is to generate new content rather than analyze existing data.]
]

.font90[
-  The generated content is based on a .bold[.red[stochastic behavior embedded in generative AI models such that the same input prompts results in different content]].
- State-of-the-art generative AI models can have up to **540 billion parameters** ([PaLM](https://arxiv.org/abs/2204.02311)).  
- With the increase in model size, researchers have observed the **“emergent abilities”** of LLMs, which were **not explicitly encoded in the training**. [Examples include](https://ai.googleblog.com/2022/11/characterizing-emergent-phenomena-in.html):
  + Multi-step arithmetic,   
  + taking college-level exams, and 
  + identifying the intended meaning of a word.  
- LLMs are **foundation models** (see [Bommasani et al. 2021](https://arxiv.org/abs/2108.07258)), large pre-trained AI systems
that can be **repurposed with minimal effort across numerous domains and diverse tasks.**
]

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# Background: Generative AI Developments

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# Background: Generative AI Hype

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# Background: Generative AI Hype

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**Image Source:** [McKinsey & Company (July 2023). The economic potential of generative AI: The next productivity frontier [P. 10]](https://www.mckinsey.com/~/media/mckinsey/business%20functions/mckinsey%20digital/our%20insights/the%20economic%20potential%20of%20generative%20ai%20the%20next%20productivity%20frontier/the-economic-potential-of-generative-ai-the-next-productivity-frontier-vf.pdf)
]

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# Questions to be Discussed by the Panel

1. **Shaping the Classroom:** How is Generative AI transforming the way you teach?

2. **Research Frontiers:** How does Generative AI fit into your current research, or are there any groundbreaking projects you're exploring in this domain?

3. **The Future of AI:** Imagine the potential of generative AI! How do you envision the capabilities of ChatGPT-7, three to four years down the line?

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        <img src="figs/ferrisj2.jpg" alt="Josh Ferris">
        <p>Joshua Ferris</p>
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        <img src="figs/ruiyunxu_pic.jpg" alt="Rayna Xu">
        <p>Rayna Xu</p>
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        <img src="figs/jay.jpg" alt="Jay Shan">
        <p>Jay Shan</p>
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        <img src="figs/megahed.jpg" alt="Fadel Megahed">
        <p>Fadel Megahed</p>
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## Ferris: How is Generative AI transforming the way you teach?

.font80[
🌐 **More Open and Collaborative Assessment** 🌐

- 🤖 Every student now has a *personal tutor* at their fingertips, ready to answer most questions in **mere seconds**. Let's embrace this change, not resist it!   
- 🚀 I'm excited to announce that I'll soon be integrating assessments that encourage the use of GenAI as a coach.  Tools like [ChatISA](https://chatisa.fsb.miamioh.edu/)) are revolutionizing how students approach programming assignments and debug them, saving valuable contact time.

🎨 **Diverse and Dynamic Assessments** 🎨

💡 With the power of *GenAI*, we can swiftly prototype innovative question types and offer a diverse range of questions, ensuring a comprehensive assessment experience!
]

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## Ferris: The Future of AI

.font80[
💼 **Boosting Daily Productivity** 💼

- 🚀 Imagine a day where GenAI takes care of mundane tasks, gifting you more time and freedom. This isn't just about **efficiency** —it's about unleashing your **innovation** and **creativity** to the fullest!

🔍 **Revolutionizing Data Access** 🔍

- 💡 If costs can come down (reduced compute power or new hardware), a true revolution in how we **access and search data** could be on the horizon.   
  + 📑 Think of the *United States Patent and Trademark Office (USPTO)* and how much work it requires to verify a new application against their catalog.

📉 **A Predicted Downturn... but a Bright Future Ahead!** 📈

- ⚠️ I see some bumps on the GenAI road. Concerns around data privacy, the environment, and upcoming legislation may cause a brief regression in AI capabilities and availability.

- 🌟 Once this turbulence passes, I foresee more advanced models capable of multiple tasks vs the current single focus models (we are somewhat seeing this currently with plugins mostly).  
]

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## Xu: How is Generative AI transforming the way you teach?

.font80[
🌱 **ChatGPT: A Student's Trusty Sidekick** 🌱

- 🌐 ChatGPT is a valuable resource that students can rely on throughout their learning journey, **complementing conventional search engines**.

🧠 **Mastering Modern Tools** 🧠

- 💡 It's crucial for students to develop the skill of harnessing such tools
effectively for problem-solving.

⚖️ **Accuracy & Validation** ⚖️

- ❗ Responses from ChatGPT may occasionally contain **inaccuracies**, such as erroneous code or incorrect facts. Therefore, it’s imperative to **educate students on the importance of cross-validating the
information** they receive from ChatGPT to ensure its reliability.  
]

---

## Xu: Impact on Research

.font80[
📝 **ChatGPT: My Manuscript's Second Set of Eyes** 📝

- I have been using ChatGPT to proofread my manuscript.

**Ongoing Research Projects Related with Generative AI**

- 🆚 ChatGPT vs. Google: Exploring New Frontiers in Search & Experience 🌍 (.red[impact of generative AI on search])   
  + 🕐 1 – 1:50 pm | 📍 Room ASC 1062

🏦 **Customized Large Language Models for Banks** 📜

- Fine-tune the LLMs using traditional Chinese text in financial context   
- Localized implementation to address security and privacy concerns  
]

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## Xu: The Future of AI

.font80[

🔍 The Dawn of a **New Search Era** 🔍

📞 Redefining **Customer Services** with **Intelligence** 📞

🤖 **Chit-Chatting Robots:** The Future of Conversation 🤖

👩‍💼 AI as Analysts, Accountants, Engineers, & More! 👩‍💼

- 🌌 "ChatGPT-7" Visions 🌌  
  + 📚 A vast expanse of data at its fingertips.  
  + 🎨🔊🎬 Engaging through pictures, audios, and videos.  
  + 🎯 Higher accuracy -- less hallucinations.  
  + 🌐 **AGI?**
]

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## Shan: How is Generative AI transforming the way you teach?

.font80[

🎓 Navigating the **Teaching** and **Learning of Programming** 🎓

- 🚫 **Homework Helper?** Bad for directly solving homework assignments  
- ✅ **Code Explanations:**  Good for code explanation and debugging (personal tutor)

⛔ **Exam Rule:** ChatGPT is off-limits.

🤝 **Group Projects Reimagined:**

- Coding is usually the biggest barrier for non-tech-savvy groups 
- Co-pilot becomes essential in analytics roles  
- 🛠 Frees up time for problem solving and ideation  
- 📊 Presentation is the primary deliverable

]

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## Shan: Impact on Research

.font80[

🔍 **Search Capabilities** 🔍

- Evolves as a new type of search engine.  
- Superior summarization capabilities.  
- **Limitation:** May not have the most up-to-date information.  
- Cannot discern reliability of reference sources.

📊 **Data Collection and Analysis** 📊

- The co-pilot feature simplifies coding, though it's not flawless.    
- Increases efficiency in descriptive analysis.  
- **Limitation:** Not suitable for handling confidential data under current settings.

🖋️ **Content Generation** 🖋️

- Aids in refining writing, especially beneficial for non-native English speakers.
- Assists in exploring new research directions.
- Helps articulate complex arguments.

]

---

## Shan: The Future of AI

.font80[
🚀 **Predicted Innovation in the Age of GAI** 🚀

- The integration of GAI will be as ubiquitous in the modern business landscape as personal computers, Windows OS, and iPhones once were.  
- It's imperative for higher education to adapt to this changing landscape, equipping students to harness the full potential of GAI.
- However, just as WiFi access once did, the high costs associated with GAI could exacerbate digital inequality.

💡 **Empowering the Everyday Learner** 💡

- GAI will serve as a catalyst for personal learning, transforming average learners into exceptional ones.  - It holds the potential to address and rectify the most significant challenges facing online education and MOOCs.

🔮 **ChatGPT-7 and Beyond:** 🔮

- Personal AI profiles will offer tailored experiences, but this customization will bring forth privacy challenges.  
- As organic data emerges as the new battlefield, we may witness a shift towards more restrictive data
ecosystems. The ideal of a free and open internet may be at stake.  
- Copyright issues will pave the way for a burgeoning industry focused on green, or ethical, content generation.

]

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## Megahed: On  Research, Teaching, Learning, and the Future

Let us demo the [ChatSQC app](https://chatsqc.fsb.miamioh.edu/).

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# Audience Questions and Discussion

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