Mohammed F. Farghally

James Weichert, Daniel Dunlap, Mohammed Farghally et al.

As artificial intelligence (AI) further embeds itself into many settings across personal and professional contexts, increasing attention must be paid not only to AI ethics, but also to the governance and regulation of AI technologies through AI policy. However, the prevailing post-secondary computing curriculum is currently ill-equipped to prepare future AI practitioners to confront increasing demands to implement abstract ethical principles and normative policy preferences into the design and development of AI systems. We believe that familiarity with the 'AI policy landscape' and the ability to translate ethical principles to practices will in the future constitute an important responsibility for even the most technically-focused AI engineers. Toward preparing current computer science (CS) students for these new expectations, we developed an AI Policy Module to introduce discussions of AI policy into the CS curriculum. Building on a successful pilot in fall 2024, in this innovative practice full paper we present an updated and expanded version of the module, including a technical assignment on "AI regulation". We present the findings from our pilot of the AI Policy Module 2.0, evaluating student attitudes towards AI ethics and policy through pre- and post-module surveys. Following the module, students reported increased concern about the ethical impacts of AI technologies while also expressing greater confidence in their abilities to engage in discussions about AI regulation. Finally, we highlight the AI Regulation Assignment as an effective and engaging tool for exploring the limits of AI alignment and emphasizing the role of 'policy' in addressing ethical challenges.

Ahmed Abd Elrahman, Taysir Hassan A Soliman, Ahmed I. Taloba et al.

With the rise of online eTextbooks and Massive Open Online Courses (MOOCs), a huge amount of data has been collected related to students' learning. With the careful analysis of this data, educators can gain useful insights into the performance of their students and their behavior in learning a particular topic. This paper proposes a new model for predicting student performance based on an analysis of how students interact with an interactive online eTextbook. By being able to predict students' performance early in the course, educators can easily identify students at risk and provide a suitable intervention. We considered two main issues the prediction of good/bad performance and the prediction of the final exam grade. To build the proposed model, we evaluated the most popular classification and regression algorithms on data from a data structures and algorithms course (CS2) offered in a large public research university. Random Forest Regression and Multiple Linear Regression have been applied in Regression. While Logistic Regression, decision tree, Random Forest Classifier, K Nearest Neighbors, and Support Vector Machine have been applied in classification.