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University of Florida

Herbert Wertheim College of Engineering

ESSIE/Department of Civil and Coastal Engineering

Strategies for Effective and Ethical Use of AI in Research

Dr. Elizabeth Volpe

APR, 15

2025

Presented to:

Simmons Research Lab as a part of the Professional Development Series

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Prior Research and Training

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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Responsible Research & Cyber Security

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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Data Privacy and Security

Before using any service or software to conduct business for UF, the risks must be assessed by UFIT Integrated Risk Management (IRM) in accordance with UF’s Risk Management Policy and the IT Rationalization Policy. Some popular services, like Microsoft Copilot, have already been assessed and approved for certain types of data. IRM’s Fast Path entry for Microsoft Copilot directs that no sensitive or restricted information is to be used with the service, including but not limited to education records, unpublished research, and personally identifiable information. It is your responsibility to use the prompts in this cookbook in accordance with UF policies.

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At the start, I focused broadly on the underrepresentation of women in civil engineering, seeing it as a diversity issue. But as I delved deeper, I realized that recruitment alone isn’t enough; retaining women and supporting them throughout their careers is crucial. Many women leave the field early, often due to unsupportive environments or limited access to leadership roles. Through my research as a PhD student and funded assistant, I examined the role of mentorship and leadership development, producing several publications and collaborations that highlighted the need for inclusive networks and the essential support systems for young women engineers. This led to insights into workplace culture, environmental factors, and the competencies that help women transition and thrive in civil engineering roles. My dissertation now focuses on inclusion in the industry—exploring not only who is represented but also who feels valued and heard in engineering spaces. By examining early career experiences and workforce sustainability, I aim to shed light on policies and practices that foster true inclusion, empowering women to lead and succeed in civil engineering.

I understood the value of publishing and contributing to the greater body of knowledge

As a multiple-manuscript dissertation, this research is presented through five publications, each contributing to the broader body of knowledge. These publications are then synthesized to discuss overarching findings, answers to the research questions, and their implications.

Lots have been discussed about improving inclusion in education - this research sort of comes out of the findings of my research that indicate that women in civil engineering felt a sense of career disillusionment a term that I am borrowing from (litchfield and maverick will) but they felt a stronger sense of inclusion in education and faced additional challenges when transitioning to the workplace… there is a need to empower students with competencies to thrive in the realities of the engineering workplace as well as an URRGENT need for systemic change htroguht the industry itself - through better academic to industry connections

Inclusion of 'Missing Millions':

Underrepresented groups like women and Black engineers in science and engineering.
Global issue: women constitute only 16.5% of engineers worldwide.

Calls for Enhanced Professional Development of engineers: and educating responsible engineers
Navigating Transitions:

Early career engineers must integrate existing skills with new workplace challenges.
Challenges: high stress, demanding workloads, learning new information.
Additional challenges for women: isolation, harassment, stereotypes, imposter syndrome, underrepresentation, exclusion, pressure to prove themselves, negative interactions.

Critical Transitional Skills and Engineering Leadership-Enabling Competencies

Aid in navigating stressful transition periods.
Empower women engineers for successful career transitions.

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Responsible Research & Cyber Security

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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Do’s

Don’ts

1. Apply Critical Thinking and Ethical Judgment�Use your own reasoning and ethical framework when interacting with AI tools. Treat AI as a supplement to—not a substitute for—your expertise, creativity, and responsibility as a researcher.

2. Prompt with Purpose, Not Passivity�Engage AI purposefully to support specific tasks such as checking grammar, refining structure, or summarizing existing content. Avoid using AI to generate original academic content, especially in contexts where authenticity, authorship, and intellectual integrity matter.

3. Stay up to Date on Required Research Security Trainings

4. Use UF VPN when not on Campus Wi-Fi

5. Use HiPerGator-RV system for file sharing

1. Don’t Upload Personal, Sensitive, or Proprietary Information�Avoid entering any personal, institutional, or confidential data into AI platforms. This includes emails, student records, unpublished research, or anything protected under data privacy laws (e.g., FERPA, HIPAA, GDPR).

2. Don’t Input Identifiable Research Participant Data�Never upload any identifying information or raw participant data into AI tools—especially if your research is IRB-approved or involves human subjects. This includes names, demographic details, survey responses, and interview transcripts.

3. Don’t Assume AI Platforms Are Secure or Private�Most public AI tools store user inputs for training purposes. Even if data is anonymized, the risk of reidentification or data leakage still exists. Always read the privacy policy before use.

4. Don’t Use AI to Analyze or Store Confidential Research�AI is not a secure data storage or analysis tool for protected datasets. Use institutionally approved software or servers for handling sensitive research materials.

5. Don’t conduct research internationally without following UF travel policies (i.e., submitting a TA and receiving approval prior to travel)

At the start, I focused broadly on the underrepresentation of women in civil engineering, seeing it as a diversity issue. But as I delved deeper, I realized that recruitment alone isn’t enough; retaining women and supporting them throughout their careers is crucial. Many women leave the field early, often due to unsupportive environments or limited access to leadership roles. Through my research as a PhD student and funded assistant, I examined the role of mentorship and leadership development, producing several publications and collaborations that highlighted the need for inclusive networks and the essential support systems for young women engineers. This led to insights into workplace culture, environmental factors, and the competencies that help women transition and thrive in civil engineering roles. My dissertation now focuses on inclusion in the industry—exploring not only who is represented but also who feels valued and heard in engineering spaces. By examining early career experiences and workforce sustainability, I aim to shed light on policies and practices that foster true inclusion, empowering women to lead and succeed in civil engineering.

I understood the value of publishing and contributing to the greater body of knowledge

As a multiple-manuscript dissertation, this research is presented through five publications, each contributing to the broader body of knowledge. These publications are then synthesized to discuss overarching findings, answers to the research questions, and their implications.

Lots have been discussed about improving inclusion in education - this research sort of comes out of the findings of my research that indicate that women in civil engineering felt a sense of career disillusionment a term that I am borrowing from (litchfield and maverick will) but they felt a stronger sense of inclusion in education and faced additional challenges when transitioning to the workplace… there is a need to empower students with competencies to thrive in the realities of the engineering workplace as well as an URRGENT need for systemic change htroguht the industry itself - through better academic to industry connections

Inclusion of 'Missing Millions':

Underrepresented groups like women and Black engineers in science and engineering.
Global issue: women constitute only 16.5% of engineers worldwide.

Calls for Enhanced Professional Development of engineers: and educating responsible engineers
Navigating Transitions:

Early career engineers must integrate existing skills with new workplace challenges.
Challenges: high stress, demanding workloads, learning new information.
Additional challenges for women: isolation, harassment, stereotypes, imposter syndrome, underrepresentation, exclusion, pressure to prove themselves, negative interactions.

Critical Transitional Skills and Engineering Leadership-Enabling Competencies

Aid in navigating stressful transition periods.
Empower women engineers for successful career transitions.

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AI as a Tool not a Replacement

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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At the start, I focused broadly on the underrepresentation of women in civil engineering, seeing it as a diversity issue. But as I delved deeper, I realized that recruitment alone isn’t enough; retaining women and supporting them throughout their careers is crucial. Many women leave the field early, often due to unsupportive environments or limited access to leadership roles. Through my research as a PhD student and funded assistant, I examined the role of mentorship and leadership development, producing several publications and collaborations that highlighted the need for inclusive networks and the essential support systems for young women engineers. This led to insights into workplace culture, environmental factors, and the competencies that help women transition and thrive in civil engineering roles. My dissertation now focuses on inclusion in the industry—exploring not only who is represented but also who feels valued and heard in engineering spaces. By examining early career experiences and workforce sustainability, I aim to shed light on policies and practices that foster true inclusion, empowering women to lead and succeed in civil engineering.

I understood the value of publishing and contributing to the greater body of knowledge

As a multiple-manuscript dissertation, this research is presented through five publications, each contributing to the broader body of knowledge. These publications are then synthesized to discuss overarching findings, answers to the research questions, and their implications.

Lots have been discussed about improving inclusion in education - this research sort of comes out of the findings of my research that indicate that women in civil engineering felt a sense of career disillusionment a term that I am borrowing from (litchfield and maverick will) but they felt a stronger sense of inclusion in education and faced additional challenges when transitioning to the workplace… there is a need to empower students with competencies to thrive in the realities of the engineering workplace as well as an URRGENT need for systemic change htroguht the industry itself - through better academic to industry connections

Inclusion of 'Missing Millions':

Underrepresented groups like women and Black engineers in science and engineering.
Global issue: women constitute only 16.5% of engineers worldwide.

Calls for Enhanced Professional Development of engineers: and educating responsible engineers
Navigating Transitions:

Early career engineers must integrate existing skills with new workplace challenges.
Challenges: high stress, demanding workloads, learning new information.
Additional challenges for women: isolation, harassment, stereotypes, imposter syndrome, underrepresentation, exclusion, pressure to prove themselves, negative interactions.

Critical Transitional Skills and Engineering Leadership-Enabling Competencies

Aid in navigating stressful transition periods.
Empower women engineers for successful career transitions.

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University of Florida | ESSIE/Department of Civil and Coastal Engineering

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Ethical Applications of AI in Research

Writing Assistance�Improve grammar, clarity, and structure in research writing — while maintaining full authorship and intellectual integrity.

Accessibility Enhancements�Create alternative formats (e.g., audio, text-to-speech, simplified language) to make research more publicly accessible.

Paper Title Refinement�Generate alternative paper titles to improve clarity, impact, or keyword alignment — great for publications and proposals.

Code Label Suggestions�Suggest clearer or more accurate names for codes, categories, or thematic labels — especially in qualitative analysis.

Others?

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Responsible AI

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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Recognize (Be aware)

“refers to the knowledge of what distinguishes AI and its role in human-AI collaboration and interaction. ”

Know & understand

“understanding of AI fundamental concepts and … that humans play a significant role in the development of AI.”

�

Use & apply

“the ability to adapt AI tools to achieve an objective”

Evaluate

“the ability to analyze and interpret the outcomes of AI applications critically.”

Create

AI Literacy

“ability to design and code AI applications…representing higher-order thinking skills.”

Navigate ethically (Understand ethical and societal implications)

�

“An AI-literate person must be able to understand and judge ethical issues to ensure that the use and development of future AI technology are based on principles such as inclusivity, equitable access, and minimizing the potential for bias [4,54].”

“AI ethics and societal implications are crucial to educating citizens to become socially responsible and ethical users of AI. Human-centered considerations such as fairness, accountability, transparency, ethics, and safety must be given priority [39]. In addition, key ethical issues related to AI, such as privacy, employment, misinformation, ethical decision-making, diversity, and bias, must be identified and described [35].”

(Almatrafi, Johri, & Lee, 2024)

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Responsible AI Competencies

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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Communication	Ethics / Responsibility	Critical Thinking / Problem Solving	Management
Big Picture Thinking	Quality Control	Adaptability	People Focus
Cyber Security	Continual learning	Critical evaluation of AI-generated outputs	AI Literacy / AI Ethics
Human- AI Collaboration	Data Management and Analysis	Risk management	Change Management and Innovation

Competencies Identified by Civil Engineers for Responsibly and Ethically Integrating AI into Engineering Practice

(Volpe, Simmons & Beddoes, 2025)

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Why Prompting Matters

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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AI Prompt: “Engineering Workspace” (Volpe & Simmons, 2024)

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Why Prompting Matters

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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AI Prompt: “Open-concept, colorful, natural light, scenic views, relaxing, greenery, windows, fun, diverse, engineering workspace”

(Volpe & Simmons, 2024)

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How to Write an AI Prompt

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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“There are five prompt-writing building blocks.

Remember them by thinking of the ‘PARTS’ of a prompt:

Persona: Identify your role.
Aim: State your objective.
Recipients: Specify the audience.
Theme: Describe the style, tone, and any related parameters.
Structure: Note the desired format of the output.”

(Google’s Generative AI for Educators Training, 2025)

EXAMPLE

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Hands-On Prompting Activity:

“Prompt with Purpose: Practicing Ethical AI Use in Engineering Research”

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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🧪 Scenario

You are writing the introduction for a research paper on sustainable concrete materials. You want to use an AI tool to help improve clarity and flow — but you also want to maintain your intellectual voice and avoid misrepresentation.

📝 Task (5 minutes)

Each group must write two different prompts for the AI tool:

An effective and ethical prompt
An ineffective or ethically questionable prompt

They then run the “effective” prompt through ChatGPT (or another AI platform) to see the result.

🔹 Group Reflection & Discussion (4 minutes)

Ask participants to reflect on:

What made the first prompt effective and responsible?
What risks or ethical concerns arise from the second prompt?
In what ways should we be cautious when using AI for technical writing or coding in research?
Would it ever be appropriate to use AI in other parts of their research process? Under what conditions?

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Examples

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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Effective Prompt Example:

“I am a civil engineering researcher. This is an introduction for the ASCE Journal of Materials in Civil Engineering. Please revise the following paragraph for grammar and clarity without changing the technical content or tone. This is part of a research paper on sustainable concrete mixes: [Insert text]”

Unethical Prompt Example:

“Write an original introduction for a paper on sustainable concrete that I can submit to a journal. Here is the raw data for the study. ”

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Resources

University of Florida | ESSIE/Department of Civil and Coastal Engineering

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References

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Almatrafi, O., Johri, A., & Lee, H. (2024). A systematic review of AI literacy conceptualization, constructs, and implementation and assessment efforts (2019–2023). Computers and Education Open, 6, 100173. https://doi.org/10.1016/j.caeo.2024.100173

Code of Ethics. (2020). American Society of Civil Engineers (ASCE). https://www.asce.org/career-growth/ethics/code-of-ethics

Generative AI for Educators—Grow with Google. (n.d.). Retrieved April 15, 2025, from https://grow.google/ai-for-educators/

Volpe, E., & Simmons, D. (2024). AI’s Visual Representation Gap: Redefining Civil Engineering Workspaces for Early-Career Women. 2024 ASEE Annual Conference & Exposition Proceedings, 46536. https://doi.org/10.18260/1-2--46536

Volpe, E., Simmons, D. R., Beddoes, K. (2025). Human Expertise and AI in Civil Engineering: Competencies for Responsible Integration. European Society for Engineering Education, 2025 SEFI Annual Conference, Tampere, Finland. (Under Review)

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Questions?

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For more information:

Website: https://linktr.ee/evolpe999

Email: Evolpe1@ufl.edu or Evolpe999@gmail.com

Simmons Research Lab: https://faculty.eng.ufl.edu/simmons-research-lab/