Motivating Learning in the Face of Generative Artificial Intelligence

Generative artificial intelligence (AI) presents a number of challenges for engineering educators.It is particularly challenging for those teaching lower level programming courses where a number of generative AI tools are capable of creating functional code in several computer languages.To address this, assessment of homework in a first-year Mechanical Engineering course was changed from a focus on functioning code to the process of creating code.This switch in focus from outcome to process was accomplished using in person grading where students were expected to describe their code and any challenges they faced writing the code.Students were then asked questions to help them reflect on their code and on their understanding of new concepts.Examination of midterm exam grades found a slight improve in scores with the implementation of in person grading.