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In this paper, we provide an overview of the work conducted in the first two phases of a one-year planning project, funded by the National Science Foundation, to increase the representation of civil engineers with disabilities in the workforce. The purpose of this project is to build capacity for engaging industry partners in a long-term collaboration under a shared goal of increasing workforce accessibility for students with disabilities pursuing careers in civil engineering. Specific objectives for this project include: (1) synthesizing relevant literature; (2) identifying and engaging industry stakeholders; (3) exploring collaborative tensions and synergies among industry stakeholders; and (4) developing a robust research agenda for the next phases of the project. 

Generative Artificial Intelligence (GAI) has emerged in recent years as an innovative tool with promising potential for enhancing student learning across a broad spectrum of academic disciplines. GAI not only offers students personalized and adaptive learning experiences, but it is also playing an increasingly important role in various industries. As technologies evolve and society adapts to the growing AI revolution, it becomes necessary to train students of all disciplines to become proficient in using GAI. This work builds on studies that have established the effectiveness of intelligent tutoring systems, adaptive learning environments, and the use of virtual reality in education. This work-in-progress paper presents preliminary findings related to the relationship between university students’ area of study and the frequency at which they utilize GAI to aid their learning. Data for this study were collected using a survey distributed to students from eight different colleges at a large Western university as part of a larger ongoing project geared towards gaining insight into student perceptions and use of GAI in higher education. The goal of the overall project is to establish a foundational understanding of how disruptive technologies, like GAI, can promote learner agency. By exploring why and how students choose to engage with these technologies, the project seeks to find proactive approaches to integrate GAI technology into education, ultimately enhancing teaching and learning practices across various disciplines. 

This work-in-progress paper explores university students’ perspectives on Generative Artificial Intelligence (GAI) tools, such as ChatGPT, an increasingly prominent topic in the academic community. There is ongoing debate about whether faculty should teach students how to use GAI tools, restrict their usage to maintain academic integrity, or establish regulatory guidelines for sustained integration into higher education. Unfortunately, limited research exists beyond surface-level policies and educator opinions regarding GAI, and its full impact on student learning remains largely unknown. Therefore, understanding students' perceptions and how they use GAI is crucial to ensuring its effective and ethical integration into higher education. As GAI continues to disrupt traditional educational paradigms, this study seeks to explore how students perceive its influence on their learning and problem-solving. As part of a larger mixed-methods study, this work-in-progress paper presents preliminary findings from the qualitative portion using a phenomenological approach that answers the research question: How do university students perceive disruptive technologies like ChatGPT affecting their education and learning? By exploring the implications of Artificial Intelligence (AI) tools on student learning, academic integrity, individual beliefs, and community norms, this study contributes to the broader discourse on the role of emerging technologies in shaping the future of teaching and learning in education. 

Work-in-Progress: Uncovering AI Adoption Trends Among University Engineering Students for Learning and Career Preparedness-progress study explores self-reported data on AI use by university engineering students. The purpose of this study is to investigate how students are utilizing AI technologies and to understand their views on the role of AI in their future. The primary research question formulated was: How does the adoption of AI technologies for learning vary across demographic groups among university engineering students? Advances in technology and the emergence of AI tools have attracted attention from academia, research, and industry. The rapid growth of deep learning technologies has changed the landscape in the work environment, and universities may need to adapt to keep pace. Dynamic changes in the workplace have accelerated as these AI technologies are being leveraged to complete tasks at a high-speed rate. Research indicates that the workforce is increasingly demanding higher skill levels, including specialized AI skills. Formal education in AI basics could be crucial for future career readiness. Over 150 engineering students reported their demographics, including age, race, gender, year in school, and if they identify as having any form of disability. Currently, the survey remains open. The final study will incorporate more responses, and additional data will come from semi-structured interviews. This research explores the ways in which undergraduate and graduate students at a major R1 land-grant university in the western United States interact with AI tools. Students reported on using AI technologies, like ChatGPT, to aid in their learning. Preliminary findings suggest that freshman students are less likely to have used AI technologies than those later in their college careers. Encouragingly, students closest to entering the workforce are the ones with the most exposure to these technologies. Interestingly, students who identify as having any form of a disability or condition that impacts their learning (e.g., learning disability, neurodiversity, physical disability, etc.) initially reported lower usage of AI technologies compared to their classmates. The lower use by freshmen and increasing exposure to generative AI throughout students’ university experience is noteworthy. Students were also asked for their views on the formal integration of AI technologies into the College of Engineering courses. It could be valuable for universities to explore adding formal training to help equip students for the workforce. We anticipate that this study will highlight how exposure to AI technologies may prove essential for engineering students in preparing for a rapidly evolving workplace, as AI has the potential to enhance real-world problem-solving skills and help students become more equipped for workplace demands. 

Engineering students are increasingly reporting struggles with stress and mental health challenges during their undergraduate careers, yet most will only consider seeking support once they have reached a significant state of distress. While university campuses are increasingly establishing mental well-being centers and support structures for students, these efforts are reactionary and require student engagement outside the classroom. Mindfulness, a well-recognized mental health intervention, has shown significant promise as a preventive strategy that fosters a culture that prioritizes well-being in educational settings. This intervention offers many benefits for students beyond mental health, including improved focus, emotional regulation, stress reduction, enhanced cognitive performance, and overall well-being. Despite the growing need for such interventions, the adoption of mindfulness as a practice in engineering education remains limited. This paper proposes mindfulness as a proactive strategy for safeguarding students’ mental health in engineering education. Specifically, we draw from existing literature to dive into the benefits and potential feasibility of incorporating mindfulness into daily engineering curricula. By equipping engineering students to manage stress, we can better promote their overall well-being as students and as emerging career professionals, aiming to foster healthier engineering communities and workplace environments. 

The inclusive transformation of engineering culture stands as a central objective for ensuring the growth and sustainability of a diverse engineering workforce. Engineering faculty members play a critical role in this transformation by supporting and shaping the academic journeys and eventual careers of their students. However, despite their central role in workforce development, faculty members often lack the resources and training needed to gain a deeper understanding of the diverse experiences and identities their students bring to the engineering classroom. This is especially challenging for students with minoritized identities that are non-apparent or hidden and cannot be easily observed by faculty. As part of the on-going Audio for Inclusion (A4I) Project, this paper and poster discuss the initial findings from focus groups with nine engineering faculty members from three universities nationwide. We delve into the intricacies and logistics of developing, designing, and facilitating these focus groups and highlight significant alterations and overall recommendations shared by participants. These perspectives can serve as a valuable resource for engineering educators seeking to incorporate similar audio dissemination methods into their work and for those interested in implementing strategies for cultivating a more inclusive engineering education culture. 

The marginalization of minoritized students in undergraduate engineering education is an important equity issue created by the racism, sexism, homophobia, transphobia, and other systemic discrimination in the system. Qualitative research to understand and listen to student voices has been an important tool for documenting marginalization, but research solely to create conference and journal publications could be re-traumatizing and limited in its ability to help students or change the system. In prior work, we have argued that qualitative research should progress beyond simply documenting marginalization, to try new methods to actually change faculty perspectives. This arts-based research paper and interactive poster presentation presents an innovative audio-based project methodology to center the voices of students experiencing marginalization. The existing narratives are presented on YouTube, approximately 10 minutes long for each of 10 student narratives, and include subtitles for accessibility. The narratives are intended to inform faculty practice and understandings of systemic marginalization. Our primary implications will be for engineering education researchers of marginalization, to potentially incorporate our methodology to help create a more impactful and engaged research agenda. 

The inclusive transformation of engineering culture stands as a central objective for ensuring the growth and sustainability of a diverse engineering workforce. Engineering faculty members play a critical role in this transformation by supporting and shaping the academic journeys and eventual careers of their students. However, despite their central role in workforce development, faculty members often lack the resources and training needed to gain a deeper understanding of the diverse experiences and identities their students bring to the engineering classroom. This is especially challenging for students with minoritized identities that are non-apparent or hidden and cannot be easily observed by faculty. As part of the on-going Audio for Inclusion (A4I) Project, this paper and poster discuss the initial findings from focus groups with nine engineering faculty members from three universities nationwide. We delve into the intricacies and logistics of developing, designing, and facilitating these focus groups and highlight significant alterations and overall recommendations shared by participants. These perspectives can serve as a valuable resource for engineering educators seeking to incorporate similar audio dissemination methods into their work and for those interested in implementing strategies for cultivating a more inclusive engineering education culture. 

The marginalization of minoritized students in undergraduate engineering education is an important equity issue created by the racism, sexism, homophobia, transphobia, and other systemic discrimination in the system. Qualitative research to understand and listen to student voices has been an important tool for documenting marginalization, but research solely to create conference and journal publications could be re-traumatizing and limited in its ability to help students or change the system. In prior work, we have argued that qualitative research should progress beyond simply documenting marginalization, to try new methods to actually change faculty perspectives. This arts-based research paper and interactive poster presentation presents an innovative audio-based project methodology to center the voices of students experiencing marginalization. The existing narratives are presented on YouTube, approximately 10 minutes long for each of 10 student narratives, and include subtitles for accessibility. The narratives are intended to inform faculty practice and understandings of systemic marginalization. Our primary implications will be for engineering education researchers of marginalization, to potentially incorporate our methodology to help create a more impactful and engaged research agenda.