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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. 

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 needs for such interventions, the adoption of mindfulness as a practice in engineering education remains limited. In this paper, we propose mindfulness as a proactive strategy for safeguarding 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, with the overarching goal 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. 

Background: 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. Purpose: This arts-based research paper presents an innovative audio-based project methodology to center the voices of students experiencing marginalization. Our work connects to multiple ECSJ 2023 Pillars: 1) our focus on innovation towards impact through our research is a form of methodological activism and a potentially decolonizing (broadly speaking) methodological practice; 2) the audio narratives of individual students can provide insight into the marginalizing systems through the lens of their experience (Pawley, 2013); and 3) the audio narratives are meant to provide resources towards equitable faculty practice. Format of Presentation: Our presentation will include a paper and/or web-based presentation of the audio narratives. The existing narratives are prepared on YouTube, approximately 10 minutes long for each of 10 student narratives, and include subtitles for accessibility. Our proposed presentation at ASEE will be an interactive poster presentation that incorporates the audio narratives. We will have QR codes for ASEE session participants to interact with the audio narratives and will present our analysis of how these student narratives inform faculty practice and understandings of systemic marginalization. Implications: 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. 

Background: Post-traditional students have become the norm in higher education, not the exception. The definition of a post-traditional student is not well established, but it is generally agreed that they are 25 years old or older, are enrolled part-time, and/or work to support themselves or their families. Currently, there is a focus on engaging post-traditional students in undergraduate engineering programs, but it is crucial to understand their diverse perspectives in order to effectively support them and promote their retention and persistence in the engineering workforce. Design/Method: The data for this study came from a larger project, REDACTED. We constructed narratives based on the interview responses. In this paper, we discuss the findings of a cross-case analysis of the narratives of two post-traditional participants: (1) Jakobe, a Black cisgender man studying computer science, and (2) Alejandro, a veteran Hispanic man studying mechanical engineering. Both participants attend separate R-1 Hispanic Serving Institutions (HSIs). Findings: We present the constructed narratives by both participants to highlight points of similarity and contrast. For example, Jakobe sees education as a vital part of his goal of giving back to his community, whereas Alejandro describes his college experience as a means to achieve other goals, such as providing a more robust financial foundation for his family. Additionally, we present instances of similarities and differences that, in turn, uncover nuances in the experiences of these two post-traditional students. Implications/Conclusions: Understanding students’ experiences offers insights into the underlying factors that influence how some students view their educational experience and how their needs may differ. This can help shape more effective professional preparation approaches and enhance engagement. Overall, our study highlights the importance of considering the diverse perspectives of post-traditional students and the need for engineering educators to tailor their approaches to better support these students. 

Modeling from the perspectives of software engineering and systems engineering have co-evolved over the last two decades as orthogonal approaches. Given the central role of software in modern cyber-physical systems and the increasing adoption of digital engineering practices in complex systems design, there is now significant opportunity for collaborative design among system users, software developers, and systems engineers. Model-based systems engineering (MBSE) and systems modeling languages can support seamless cross-domain connectivity for design, simulation, and analysis of emerging technologies such as Augmented Reality (AR). This paper presents a co-design process for extending the capability of an existing AR application referred to as a No-Code AR Systems (NCARS) framework. NCARS enables content developed by multi-domain authors to be deployed on AR devices through a software layer that bridges the content to the game engine that drives the AR system. Utilizing a software dependency diagram of the AR Annotation function, an existing MBSE model of the AR system is extended to include the structure and behavior of relevant software components. This allows a modular design of the system to address needs in integrating new requirements into the existing application. New user requirements for tracking items in motion in the user’s physical environment with virtual annotations in the augmented space are collaboratively designed and visualized through use case, block definition, internal block, and sequence diagrams. They capture the required structure and behavior of the proposed to-be system. 

Augmented Reality (AR) devices offer novel capabilities that can be exploited in AR systems to positively impact human-machine interactions in a variety of future-work and education contexts. This paper presents a systems model for a no-code AR systems framework that can be used to create AR applications that present just-in-time informatics to assist and guide users in the completion of complex task sequences while ensuring operator and environment safety. The salient structural and behavioral aspects of the system, and key use cases are modeled using the Systems Modeling Language (SysML). Representative examples of the model are presented using use case, block definition, internal block, activity, and state-machine diagrams. These models offer new insights into how AR capabilities can be integrated with a variety of engineered systems. In the future such SysML models can steer the design of new tools and an ontology to strengthen connections to domain knowledge. 

Abstract In this paper, we describe the potential of the LHCb experiment to detect stealth physics. This refers to dynamics beyond the standard model that would elude searches that focus on energetic objects or precision measurements of known processes. Stealth signatures include long-lived particles and light resonances that are produced very rarely or together with overwhelming backgrounds. We will discuss why LHCb is equipped to discover this kind of physics at the Large Hadron Collider and provide examples of well-motivated theoretical models that can be probed with great detail at the experiment. 

Abstract In this paper, we describe the potential of the LHCb experiment to detect stealth physics. This refers to dynamics beyond the standard model that would elude searches that focus on energetic objects or precision measurements of known processes. Stealth signatures include long-lived particles and light resonances that are produced very rarely or together with overwhelming backgrounds. We will discuss why LHCb is equipped to discover this kind of physics at the Large Hadron Collider and provide examples of well-motivated theoretical models that can be probed with great detail at the experiment.