arXiv subjects

Armanda Lewis

Publications and source records attributed to Armanda Lewis.

4 recordsLinked to original sources

arXiv2025

We Are AI: Taking Control of Technology

Responsible AI (RAI) is the science and practice of ensuring the design, development, use, and oversight of AI are socially sustainable--benefiting diverse stakeholders while controlling the risks. Achieving this goal requires active engagement and participation from the broader public. This paper introduces "We are AI: Taking Control of Technology," a public education course that brings the topics of AI and RAI to the general audience in a peer-learning setting. We outline the goals behind the course's development, discuss the multi-year iterative process that shaped its creation, and summarize its content. We also discuss two offerings of We are AI to an active and engaged group of librarians and professional staff at New York University, highlighting successes and areas for improvement. The course materials, including a multilingual comic book series by the same name, are publicly available and can be used independently. By sharing our experience in creating and teaching We are AI, we aim to introduce these resources to the community of AI educators, researchers, and practitioners, supporting their public education efforts.

cs.CY↗

arXiv2025

"Would You Want an AI Tutor?" Understanding Stakeholder Perceptions of LLM-based Systems in the Classroom

Large Language Models (LLMs) have gained traction in educational settings, often framed as virtual tutors or teaching assistants. Following early skepticism and bans, many schools and universities have begun integrating these systems into curricula. Yet decisions about whether and how to deploy LLM-based tools are frequently made without systematic engagement with the full range of stakeholders they affect. In this paper, we argue that understanding stakeholder perceptions of LLM-based systems in the classroom is not a matter of measuring approval or acceptance, but of identifying whose concerns are surfaced, in which contexts, and with what implications for responsible design and governance. We introduce Contextualized Perceptions for the Adoption of LLMs in Education (Co-PALE), a stakeholder-first framework that connects educational context, responsible AI principles, and categories of perception to support more deliberate decision-making about the adoption of LLM-based tools. We ground Co-PALE through a targeted analysis of prior work to diagnose recurring gaps in how stakeholder perceptions are studied, and through contextually distinct educational scenarios that illustrate how the same technology raises different concerns for different stakeholders. We further examine how university faculty and K--12 parents make sense of the framework through focus groups, using their reflections to surface tensions and uncertainties. Co-PALE supports more systematic reasoning about whether, where, and for whom LLM-based tools should be deployed in education.

cs.CY↗

arXiv2024

Using Case Studies to Teach Responsible AI to Industry Practitioners

Responsible AI (RAI) encompasses the science and practice of ensuring that AI design, development, and use are socially sustainable -- maximizing the benefits of technology while mitigating its risks. Industry practitioners play a crucial role in achieving the objectives of RAI, yet there is a persistent a shortage of consolidated educational resources and effective methods for teaching RAI to practitioners. In this paper, we present a stakeholder-first educational approach using interactive case studies to foster organizational and practitioner-level engagement and enhance learning about RAI. We detail our partnership with Meta, a global technology company, to co-develop and deliver RAI workshops to a diverse company audience. Assessment results show that participants found the workshops engaging and reported an improved understanding of RAI principles, along with increased motivation to apply them in their work.

cs.HC↗

arXiv2019

Teaching Responsible Data Science: Charting New Pedagogical Territory

Although numerous ethics courses are available, with many focusing specifically on technology and computer ethics, pedagogical approaches employed in these courses rely exclusively on texts rather than on software development or data analysis. Technical students often consider these courses unimportant and a distraction from the "real" material. To develop instructional materials and methodologies that are thoughtful and engaging, we must strive for balance: between texts and coding, between critique and solution, and between cutting-edge research and practical applicability. Finding such balance is particularly difficult in the nascent field of responsible data science (RDS), where we are only starting to understand how to interface between the intrinsically different methodologies of engineering and social sciences. In this paper we recount a recent experience in developing and teaching an RDS course to graduate and advanced undergraduate students in data science. We then dive into an area that is critically important to RDS -- transparency and interpretability of machine-assisted decision-making, and tie this area to the needs of emerging RDS curricula. Recounting our own experience, and leveraging literature on pedagogical methods in data science and beyond, we propose the notion of an "object-to-interpret-with". We link this notion to "nutritional labels" -- a family of interpretability tools that are gaining popularity in RDS research and practice. With this work we aim to contribute to the nascent area of RDS education, and to inspire others in the community to come together to develop a deeper theoretical understanding of the pedagogical needs of RDS, and contribute concrete educational materials and methodologies that others can use. All course materials are publicly available at https://dataresponsibly.github.io/courses.

cs.CY↗