Purdue University Graduate School
Leonard - Dissertation V.3 (1) 2023.12.8.pdf (7.33 MB)


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posted on 2023-12-09, 04:52 authored by Kylie Ann Kristine LeonardKylie Ann Kristine Leonard

Artificial Intelligence (AI) is anticipated to exert a considerable impact on the global Gross Domestic Product (GDP), with projections estimating a contribution of 13 trillion dollars by the year 2030 (IEEE Board of Directors, 2019). In light of this influence on economic, societal, and intellectual realms, it is imperative for Policy Makers to acquaint themselves with the ongoing developments and consequential impacts of AI. The exigency of their preparedness lies in the potential for AI to evolve in unpredicted directions should proactive measures not be promptly instituted.

This paper endeavors to address a pivotal research question: " Do United States Policy Makers have a sufficient knowledgebase to understand Responsible AI in relation to Machine Learning to pass Artificial Intelligence legislation; and if they do not, how should a pedological instructional framework be created to give them the necessary knowledge?" The pursuit of answers to this question unfolded through the systematic review, gap analysis, and formulation of an instructional framework specifically tailored to elucidate the intricacies of Machine Learning. The findings of this study underscore the imperative for policymakers to undergo educational initiatives in the realm of artificial intelligence. Such educational interventions are deemed essential to empower policymakers with the requisite understanding for formulating effective regulatory frameworks that ensure the development of Responsible AI. The ethical dimensions inherent in this technological landscape warrant consideration, and policymakers must be equipped with the necessary cognitive tools to navigate these ethical quandaries adeptly.

In response to this exigency, the present study has undertaken the design and development of an instructional framework. This framework is conceived as a strategic intervention to address the evident cognitive gap existing among policymakers concerning the nuances of AI. By imparting an understanding of AI-related concepts, the framework aspires to cultivate a more informed and discerning governance ethos among policymakers, thus contributing to the responsible and ethical deployment of AI technologies.


Degree Type

  • Doctor of Technology


  • Technology

Campus location

  • West Lafayette

Advisor/Supervisor/Committee Chair

Marcus Rogers

Additional Committee Member 2

Linda Naimi

Additional Committee Member 3

John Springer

Additional Committee Member 4

Tyler Cabell Luther