2022
1.
Kalyanaraman, Ananth; Burnett, Margaret; Fern, Alan; Khot, Lav; Viers, Joshua
Special report: The AgAID AI institute for transforming workforce and decision support in agriculture Journal Article
In: Computers and Electronics in Agriculture, vol. 197, pp. 106944, 2022, ISSN: 0168-1699.
Abstract | Links | BibTeX | Tags: AI, Education, Farm Ops, Humans, Labor, Water
@article{kalyanaraman_special_2022,
title = {Special report: The AgAID AI institute for transforming workforce and decision support in agriculture},
author = {Kalyanaraman, Ananth and Burnett, Margaret and Fern, Alan and Khot, Lav and Viers, Joshua},
url = {https://www.sciencedirect.com/science/article/pii/S0168169922002617},
doi = {10.1016/j.compag.2022.106944},
issn = {0168-1699},
year = {2022},
date = {2022-06-01},
urldate = {2022-08-16},
journal = {Computers and Electronics in Agriculture},
volume = {197},
pages = {106944},
abstract = {Tackling the grand challenges of 21st century agriculture (Ag) will require a fundamental shift in the way we envision the role of artificial intelligence (AI) technologies, and in the way we build agricultural AI systems. This shift is needed especially for complex, high-value agricultural ecosystems such as those in the Western U.S., where 300+ crops are grown. Farmers and policy makers in this region face variable profitability, major crop loss and poor crop quality owing to several challenges, including increased labor costs and shortages of skilled workers, weather and management uncertainties, and water scarcity. While AI is expected to be a significant tool for addressing these challenges, AI capabilities must be expanded and will need to account for human input and human behavior \textendash calling for a strong AI-Ag coalition that also creates new opportunities to achieve sustained innovation. Accomplishing this goal goes well beyond the scope of any specific research project or disciplinary silo and requires a more holistic transdisciplinary effort in research, development, and training. To respond to this need, we initiated the AgAID Institute, a multi-institution, transdisciplinary National AI Research Institute that will build new public-private partnerships involving a diverse range of stakeholders in both agriculture and AI. The institute focuses its efforts on providing AI solutions to specialty crop agriculture where the challenges pertaining to water availability, climate variability and extreme weather, and labor shortages, are all significantly pronounced. Our approach to all AgAID Institute activities is being guided by three cross-cutting principles: (i) adoption as a first principle in AI design; (ii) adaptability to changing environments and scales, and (iii) amplification of human skills and machine efficiency. The AgAID Institute is conducting a range of activities including: using agricultural AI applications as testbeds for developing innovative AI technologies and workflows; laying the technological foundations for climate-smart agriculture; serving as a nexus for culturally inclusive collaborative and transdisciplinary learning and knowledge co-production; preparing the next generation workforce for careers at the intersection of Ag and AI technology; and facilitating technology adoption and transfer.},
keywords = {AI, Education, Farm Ops, Humans, Labor, Water},
pubstate = {published},
tppubtype = {article}
}
Tackling the grand challenges of 21st century agriculture (Ag) will require a fundamental shift in the way we envision the role of artificial intelligence (AI) technologies, and in the way we build agricultural AI systems. This shift is needed especially for complex, high-value agricultural ecosystems such as those in the Western U.S., where 300+ crops are grown. Farmers and policy makers in this region face variable profitability, major crop loss and poor crop quality owing to several challenges, including increased labor costs and shortages of skilled workers, weather and management uncertainties, and water scarcity. While AI is expected to be a significant tool for addressing these challenges, AI capabilities must be expanded and will need to account for human input and human behavior – calling for a strong AI-Ag coalition that also creates new opportunities to achieve sustained innovation. Accomplishing this goal goes well beyond the scope of any specific research project or disciplinary silo and requires a more holistic transdisciplinary effort in research, development, and training. To respond to this need, we initiated the AgAID Institute, a multi-institution, transdisciplinary National AI Research Institute that will build new public-private partnerships involving a diverse range of stakeholders in both agriculture and AI. The institute focuses its efforts on providing AI solutions to specialty crop agriculture where the challenges pertaining to water availability, climate variability and extreme weather, and labor shortages, are all significantly pronounced. Our approach to all AgAID Institute activities is being guided by three cross-cutting principles: (i) adoption as a first principle in AI design; (ii) adaptability to changing environments and scales, and (iii) amplification of human skills and machine efficiency. The AgAID Institute is conducting a range of activities including: using agricultural AI applications as testbeds for developing innovative AI technologies and workflows; laying the technological foundations for climate-smart agriculture; serving as a nexus for culturally inclusive collaborative and transdisciplinary learning and knowledge co-production; preparing the next generation workforce for careers at the intersection of Ag and AI technology; and facilitating technology adoption and transfer.
2.
Amreeta Chatterjee; Lara Letaw; Rosalinda Garcia; Doshna Umma Reddy; Rudrajit Choudhuri; Sabyatha Sathish Kumar; Patricia Morreale; Anita Sarma; Margaret Burnett
Inclusivity Bugs in Online Courseware: A Field Study Proceedings Article
In: Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 1, pp. 356–372, Association for Computing Machinery, New York, NY, USA, 2022, ISBN: 978-1-4503-9194-8.
Abstract | Links | BibTeX | Tags: Education, Human-Computer Interaction
@inproceedings{chatterjee_inclusivity_2022,
title = {Inclusivity Bugs in Online Courseware: A Field Study},
author = { Amreeta Chatterjee and Lara Letaw and Rosalinda Garcia and Doshna Umma Reddy and Rudrajit Choudhuri and Sabyatha Sathish Kumar and Patricia Morreale and Anita Sarma and Margaret Burnett},
url = {https://doi.org/10.1145/3501385.3543973},
doi = {10.1145/3501385.3543973},
isbn = {978-1-4503-9194-8},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 1},
pages = {356--372},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
series = {ICER '22},
abstract = {Motivation: Although asynchronous online CS courses have enabled more diverse populations to access CS higher education, research shows that online CS-ed is far from inclusive, with women and other underrepresented groups continuing to face inclusion gaps. Worse, diversity/inclusion research in CS-ed has largely overlooked the online courseware\textemdashthe web pages and course materials that populate the online learning platforms\textemdashthat constitute asynchronous online CS-ed’s only mechanism of course delivery. Objective: To investigate this aspect of CS-ed’s inclusivity, we conducted a three-phase field study with online CS faculty, with three research questions: (1) whether, how, and where online CS-ed’s courseware has inclusivity bugs; (2) whether an automated tool can detect them; and (3) how online CS faculty would make use of such a tool. Method: In the study’s first phase, we facilitated online CS faculty members’ use of GenderMag (an inclusive design method) on two online CS courses to find their own courseware’s inclusivity bugs. In the second phase, we used a variant of the GenderMag Automated Inclusivity Detector (AID) tool to automatically locate a “vertical slice” of such courseware inclusivity bugs, and evaluated the tool’s accuracy. In the third phase, we investigated how online CS faculty used the tool to find inclusivity bugs in their own courseware. Results: The results revealed 29 inclusivity bugs spanning 6 categories in the online courseware of 9 online CS courses; showed that the tool achieved an accuracy of 75% at finding such bugs; and revealed new insights into how a tool could help online CS faculty uncover assumptions about their own courseware to make it more inclusive. Implications: As the first study to investigate the presence and types of cognitive- and gender-inclusivity bugs in online CS courseware and whether an automated tool can find them, our results reveal new possibilities for how to make online CS education a more inclusive virtual environment for gender-diverse students.},
keywords = {Education, Human-Computer Interaction},
pubstate = {published},
tppubtype = {inproceedings}
}
Motivation: Although asynchronous online CS courses have enabled more diverse populations to access CS higher education, research shows that online CS-ed is far from inclusive, with women and other underrepresented groups continuing to face inclusion gaps. Worse, diversity/inclusion research in CS-ed has largely overlooked the online courseware—the web pages and course materials that populate the online learning platforms—that constitute asynchronous online CS-ed’s only mechanism of course delivery. Objective: To investigate this aspect of CS-ed’s inclusivity, we conducted a three-phase field study with online CS faculty, with three research questions: (1) whether, how, and where online CS-ed’s courseware has inclusivity bugs; (2) whether an automated tool can detect them; and (3) how online CS faculty would make use of such a tool. Method: In the study’s first phase, we facilitated online CS faculty members’ use of GenderMag (an inclusive design method) on two online CS courses to find their own courseware’s inclusivity bugs. In the second phase, we used a variant of the GenderMag Automated Inclusivity Detector (AID) tool to automatically locate a “vertical slice” of such courseware inclusivity bugs, and evaluated the tool’s accuracy. In the third phase, we investigated how online CS faculty used the tool to find inclusivity bugs in their own courseware. Results: The results revealed 29 inclusivity bugs spanning 6 categories in the online courseware of 9 online CS courses; showed that the tool achieved an accuracy of 75% at finding such bugs; and revealed new insights into how a tool could help online CS faculty uncover assumptions about their own courseware to make it more inclusive. Implications: As the first study to investigate the presence and types of cognitive- and gender-inclusivity bugs in online CS courseware and whether an automated tool can find them, our results reveal new possibilities for how to make online CS education a more inclusive virtual environment for gender-diverse students.
