Summary
Carnegie Mellon University in Qatar faculty members Mary Queen and Mohammed Salameh have received fellowships through Carnegie Mellon’s Generative Artificial Intelligence Teaching as Research (GAITAR) Initiative. Supported by CMU's Eberly Center, the research explores how generative AI impacts student learning, critical agency, and algorithmic problem-solving across academic writing and computer science curricula.
Two faculty members at Carnegie Mellon University in Qatar (CMU-Q) have been awarded fellowships through Carnegie Mellon’s Generative Artificial Intelligence Teaching as Research (GAITAR) Initiative. Funded by the Provost and supported by the Eberly Center, the GAITAR initiative enables educators to rigorously measure the impacts of generative AI tools on student learning, equity, and educational experiences. CMU-Q is a Qatar Foundation partner university.
Mary Queen and Mohammed Salameh, are examining AI’s pedagogical role across two distinct academic disciplines: writing and computer science.
Mary Queen is focusing her fellowship on embedding critical AI literacy into academic writing courses. Her project incorporates a custom-built suite of AI bots to provide scaffolded, iterative feedback during key stages of the writing process. The bots encourage students to think critically about their writing as they review the outline, drafts, and final version of select assignments. Queen’s aim is for students to develop authorial control and agency throughout the writing process.
“We want students to develop a critical understanding of AI,” Queen noted during her interview. “The goal is to enhance idea development without compromising student agency or argument coherence.” GAITAR Initiative – Eberly Center – Carnegie Mellon University
In computer science, Mohammed Salameh is investigating how GenAI influences algorithmic thinking in his course, Parallel and Sequential Data Structures and Algorithms. Because modern GenAI models utilize “Chain of Thought” reasoning—a step-by-step logic that closely mirrors algorithmic problem-solving—Salameh is examining whether AI use improves student performance or hinders independent reasoning.
“With students frequently turning to AI to clarify concepts and prepare for exams, we need to evaluate its true impact,” said Salameh. “This study measures whether AI tools genuinely strengthen logical reasoning or lead to over-reliance.”
Carnegie Mellon University is a world leader in artificial intelligence, including how generative AI influences the educational experience. Faculty members on the Qatar campus are active contributors to the body of knowledge in this field, working closely with experts at the Eberly Center for Teaching Excellence and Educational Innovation to explore how AI can be used ethically and equitably to enhance student learning outcomes.
