The Researching Ethical AI in Computing, Technology, and Engineering (REACT-E) Lab is driven by a multi-institutional consortium of forward-thinking researchers and educators. Our Research Partners represent a diverse coalition of experts spanning engineering disciplines, learning sciences, technical communication, and educational policy from across North America. By collaborating across university lines, this interdisciplinary team co-authors critical research, develops validated assessment instruments, and leads the conversation on how to ethically and effectively integrate Generative AI into technical education. Together, we are building the framework to prepare the next generation of engineering faculty and students for an AI-driven world.
Lawrence R. Chen received a BEng in electrical engineering and mathematics from McGill University and an MASc and PhD in electrical and computer engineering from the University of Toronto. He is a professor in the Department of Electrical and Computer Engineering at McGill University and is the Academic Lead of the Enhancing Learning and Teaching in Engineering (ELATE) initiative in the Faculty of Engineering. His research interests include faculty development and the intersections between the teaching and learning environments, identity, and equity, diversity, inclusivity, and accessibility.
Dr. Oenardi Lawanto is a Professor of Engineering Education at Utah State University and a recipient of multiple NSF awards. He holds BS and MS degrees in Electrical Engineering and a PhD in Education, providing a strong interdisciplinary foundation that bridges engineering practice and learning sciences. He has extensive expertise in metacognition, self-regulated learning, electronics, and AI-supported education. He has led nine NSF-funded projects, including a CAREER award, focused on student metacognition, self-regulation, and the use of AI in education, resulting in over 150 scholarly publications. With more than 30 years of experience teaching engineering, electronics, and graduate-level cognition courses, he has collaborated extensively with universities within the United States and internationally, including institutions in Asia and Egypt, as well as with global organizations such as the World Bank Institute and USAID to conduct workshops promoting active learning and self-regulation strategies.
Dr. Ibukun Osunbunmi is an Assistant Research Professor whose work focuses on how generative Artificial Intelligence (AI), machine learning, and emerging technologies are reshaping engineering education and preparing students for a digitally connected global workforce. He has contributed to international discussions on AI policy and literacy, including invited panels for World Engineering Day 2025 in collaboration with the International Federation of Engineering Education Societies, the World Engineering Education Forum, the Africa Engineering Education Council, the Commonwealth Engineers Council, and the International Conference on Engineering Education. He was also an invited panelist who spoke on AI literacy at the Global Engineering Conference on Sustainable Development in Kigali, Rwanda (2024). Dr. Osunbunmi has led professional development efforts on AI at major U.S venues, including the American Association for the Advancement of Science-Improving Undergraduate STEM Education (AAAS-IUSE), the Frontiers in Education Conference (FIE), the American Society for Engineering Education (ASEE), the IEEE Integrated STEM Education Conference, and The Global Impact Forum (TGIF).
Harly Ramsey holds a Ph.D. in English, with formal training in narrative theory, cultural studies, and rhetoric. She is an Associate Professor of Technical Communication Practice in USC Viterbi’s Engineering in Society Program, where her teaching and research focus on professional identity formation and socio-technical awareness in engineering education. She is the principal investigator on an NSF-funded study examining how engineering students understand their future professional selves and how narrative-based interventions can support that development. Her work integrates research with teaching innovations, including alumni video narratives, short in-class self-regulation practices, and embedded study abroad courses that use place-based learning and reflective practice to help engineering students situate their work within global and societal contexts.
Matt Roberts is Associate Dean at Southern Utah University's College of Science, Technology, Engineering, and Mathematics, where he has served as a professor since 2014. He earned his Ph.D. in Civil Engineering from Texas A&M University in 2002, with focus on nonlinear dynamics and structural control, and holds a B.S. from Brigham Young University and M.S. from Texas A&M University. Dr. Roberts has extensive leadership experience in engineering education, having served as Department Chair at SUU (2018-2022), Chief Editor of the Journal of Professional Issues in Engineering Education and Practice (2016-2019), and as a member of several ASCE committees including the Committee on Education and the Body of Knowledge Committee. He is the recipient of multiple teaching awards including the 2014 UW-System Regents Teaching Excellence Award and the 2020 George K. Wadlin Distinguished Service Award from ASEE. He has been principal investigator or co-PI on multiple NSF grants totaling over $1.7 million focused on infrastructure education and curriculum development.
Dr. Rachel Yoho is a faculty member in the Stearns Center for Teaching and Learning at George Mason University, serving as the Assistant Director. She has an interdisciplinary background with expertise in global climate change, renewable energy technologies, and environmental health.
Dr. Yoho is an award-winning educator with extensive experience as a faculty member. She is a Fulbright awardee and completed a Fulbright Specialist award visiting the University of Galway (Ireland). In 2023, Dr. Yoho received the Trailblazer Award as a university partner of the GMU College of Engineering and Computing.
At her previous institution, she received the university-wide educator Rising Star Award two years in a row and an Exemplary Course Award a course that she developed and taught. She received two faculty commendations earlier at another institution.
Dr. Yoho received her PhD in Biological Design (engineering) and a Graduate Certificate in Scientific Teaching in Higher Education (life sciences) from Arizona State University, as well as a BA in Biology from Capital University.
Advance engineering education research
Join our multi-institutional team and contribute to large-scale studies, gain access to validated research instruments, and co-author impactful publications.