The introduction of generative artificial intelligence (GenAI) has been met with a mix of reactions by higher education institutions, ranging from consternation and resistance to whole-hearted acceptance. Previous work has looked at the discourse and policies adopted by universities across the U.S. as well as educators, along with the inclusion of GenAI-related content and topics in higher education. Building on previous research, this study reports findings from a survey of engineering educators on their use of and perspectives toward generative AI. Specifically, we surveyed 98 educators from engineering, computer science, and education who participated in a workshop on GenAI in Engineering Education to learn about their perspectives on using these tools for teaching and research. We asked them about their use of and comfort with GenAI, their overall perspectives on GenAI, the challenges and potential harms of using it for teaching, learning, and research, and examined whether their approach to using and integrating GenAI in their classroom influenced their experiences with GenAI and perceptions of it. Consistent with other research in GenAI education, we found that while the majority of participants were somewhat familiar with GenAI, reported use varied considerably. We found that educators harbored mostly hopeful and positive views about the potential of GenAI. We also found that those who engaged more with their students on the topic of GenAI, both as communi-cators (those who spoke directly with their students) and as incorporators (those who included it in their syllabus), tend to be more positive about its contribution to learning, while also being more attuned to its potential abuses. These findings suggest that integrating and engaging with generative AI is essential to foster productive interactions between instructors and students around this technology. Our work ultimately contributes to the evolving discourse on GenAI use, integration, and avoidance within educational settings. Through exploratory quantitative research, we have identified specific areas for further investigation.

It has always been challenging for teens to access consistent and reliable information about their reproductive health. But we know little about the impact of recent changes to laws governing sex education and the right to abortion on teen reproductive health information seeking and sharing. We conducted interviews with 15 teens, finding that, post-Roe, teens are concerned about risks to their reproductive health data, particularly as it relates to what they search and share on social media and period tracking apps. Different assessments of risk related to sexual activity, state laws, social context, and cultural and family values dictate information practices. But social risk (like being harassed or doxxed) is the biggest driver of information seeking and sharing practices among mostly non-sexually active teens. We describe the complexities of teens navigating reproductive health post-Roe and offer some guidance about teen technology and privacy literacy.