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1. Combining Intentionality and Belief: Revisiting Believable Character Plans

   Shirvani, Alireza ; Farrell, Rachelyn ; Ware, Stephen G. ( October 2018 , Proceedings of the 14th AAAI International Conference on Artificial Intelligence and Interactive Digital Entertainment)

   In this paper we present two studies supporting a plan-based model of narrative generation that reasons about both intentionality and belief. First we compare the believability of agent plans taken from the spaces of valid classical plans, intentional plans, and belief plans. We show that the plans that make the most sense to humans are those in the overlapping regions of the intentionality and belief spaces. Second, we validate the model’s approach to representing anticipation, where characters form plans that involve actions they expect other characters to take. Using a short interactive scenario we demonstrate that players not only find it believable when NPCs anticipate their actions, but sometimes actively anticipate the actions of NPCs in a way that is consistent with the model.
2. A Divide & Concur Approach to Collaborative Goal Modeling with Merge in Early-RE

   https://doi.org/10.1109/RE54965.2022.00009  

   Hablutzel, Kathleen R. ; Jain, Anisha ; Grubb, Alicia M. ( August 2022 , 2022 IEEE 30th International Requirements Engineering Conference (RE))

   Goal modeling enables the elicitation of stakeholders’ intentionality in the earlier stages of a project. Often, approaches are limited by the effort required to create an initial goal model. In this paper, we investigate the problem of model merging for Tropos goal models. Specifically, we propose a formal approach to the problem of automatically merging the attributes of intentions and actors, once these elements have been matched. Additionally, recent approaches have investigated answering questions about future evolutions of stakeholders’ projects with goal models. In this work we consider both static models, as well as those with timing information, using the principles of gullibility, contradiction, and consensus. We study our implementation and validate the merge operation on a variety of models from the literature.
3. An Exploratory Study of Intentionality Toward Diversity in STEM Faculty Hiring

   12. Boyle, Samara R ; Pearson, Yvette E ; Phillips, Canek M ; Mattingly, Steven P ; DesRoches, R. ; Li, W. ; Nordberg, A. ; Rifai, H. ; Sharma, P. ( January 2020 , American Society of Engineering Education)

   Despite efforts over the past few decades to promote diversity and foster inclusive campus climates, there is still underrepresentation of Blacks/ African Americans, Latinx/Hispanics, and Native Americans (including Native Hawaiians and Alaska Natives) within the STEM professoriate nationwide. For students who are members of these groups, the culturally isolating experience this deficit creates can weaken one's academic self-perception, and hinder performance in STEM disciplines. This paper explores the relationship between intentionality towards diversity and inclusion in faculty job postings and corresponding faculty demographics at a variety of US postsecondary institutions. The research questions we are investigating are: •In what ways are diversity and inclusion implicitly and explicitly addressed in the evaluated job postings? •Does intentionality towards diversity and inclusion in job postings vary based on the type of position advertised (i.e., tenured/tenure track versus non-tenure-track) or institution type (i.e., Basic Carnegie Classification)? Using HigherEdJobs.com, we conducted an advanced search of all open science and engineering faculty positions containing the keywords "data science", "data engineering", "data analysis", or "data analytics." Each result posted in September 2019 that advertised a full-time tenured/tenure-track or non-tenure track faculty appointment for at least one academic year at a US college or university was recorded. Allmore »qualifying job postings were qualitatively analyzed for active, intentional recruitment of URM candidates. Intentionality towards diversity and inclusion varied significantly across job postings. While some had no reference to diversity beyond a required one-sentence equal employment opportunity (EEO) statement, others explicitly addressed inclusion within the announcements, and still others required a standalone diversity statement as part of a complete application. The results will help to inform strategies for recruiting URM faculty in STEM disciplines, which may lead to improved opportunities to create cultures of inclusion and support for diverse students (undergraduate and graduate) and postdoctoral fellows.« less
4. Diversity and Inclusion in Engineering: Students’ Perceptions of Learning and Engaging with Difference

   Eddington, S. M. ; Zoltowski, C. B. ; Brightman, A. O. ; Joshi, R. ; Buzzanell, P. M. ; Torres, D. ( June 2018 , ASEE annual conference & exposition proceedings)

   This project explores how engineering students understand diversity and inclusion within their engineering programs, and how these understandings are shaped by aspects of the environment in which they are situated. Our study is a component of a broader research project that is examining the seemingly intractable problems of diversity and inclusion that emerge through the converging threads of formation of professional identity and culture of engineering disciplines. In this study we utilized a qualitative analysis of interview data to explore the undergraduate students’ perceptions of diversity and inclusion within the School of Electrical and Computer Engineering (ECE) at Purdue University [1]. Our interview draws upon cultural dimensions of engineering disciplines that encourage student to reflect upon and assess diversity and inclusion efforts within ECE [2]. To interrogate students’ perceptions of diversity and inclusion, we interviewed 13 current or past undergraduate ECE students. With nearly 40 percent of the undergraduate ECE students identifying as international students, such a significant international population poses tremendous learning opportunities as well as challenges related to diversity and inclusion. Thus, formal efforts within ECE have been made to bridge cultural differences, develop intercultural competencies, and promote inclusion of internationally and domestically diverse ECE members. However, thesemore »efforts have met with mixed results. Our analysis of the interview data suggests that these efforts often were not aligned with literature about how to successfully bridge culture differences in that they lacked an explicit focus on students’ understandings of diversity and inclusion, nor did they provide opportunities for students to reflect on their personal and educational experiences. In what follows, we first examine the framing of scholarship about diversity and inclusion within engineering and then draw upon literature using Kolb’s experiential learning models to illuminate the transformational nature that reflection plays within establishing ways of viewing complex social problems. With this combination and reimagining of reflection as a pathway to more deeply understanding diversity and inclusion, we describe our research methods, data analysis, and the findings from our qualitative analysis. Finally, we conclude with a discussion of the tensions pertaining to difference and sameness that emerged through our analysis. Namely, formal efforts within ECE required both scaffolding and intentionality. Without proper facilitation, the central role that diversity and inclusion plays within professional formation appeared forced, created more cultural isolation, or students ignored these efforts altogether to complete assignments. We conclude by offering both theoretical and pragmatic implications for engineering curriculum.« less
5. Coordinate to cooperate or compete: Abstract goals and joint intentions in social interaction

   Kleiman-Weiner, Max ; Ho, Mark K. ; Austerweil, Joseph L. ; Littman, Michael L. ; Tenenbaum, Joshua B. ( January 2016 , COGSCI)

   Successfully navigating the social world requires reasoning about both high-level strategic goals, such as whether to cooperate or compete, as well as the low-level actions needed to achieve those goals. While previous work in experimental game theory has examined the former and work on multi-agent systems has examined the later, there has been little work investigating behavior in environments that require simultaneous planning and inference across both levels. We develop a hierarchical model of social agency that infers the intentions of other agents, strategically decides whether to cooperate or compete with them, and then executes either a cooperative or competitive planning program. Learning occurs across both high-level strategic decisions and low-level actions leading to the emergence of social norms. We test predictions of this model in multi-agent behavioral experiments using rich video-game like environments. By grounding strategic behavior in a formal model of planning, we develop abstract notions of both cooperation and competition and shed light on the computational nature of joint intentionality.