Free ticketed event
Emotions are ubiquitous in social and learning processes in engineering education. They might bolster or inhibit the cognitive engagement of a student who is learning to perform nodal analysis in a circuits course. Emotions are also at the center of an interaction where a student might feel marginalized in a project team, motivating the behaviors of both the student who is marginalized and the students who are marginalizing. More generally, although emotional constructs undergird many focal points of engineering education research (e.g., identity, marginalization, conceptual change), they are rarely examined as the central focus of investigations.
In this workshop we, a transdisciplinary group of facilitators with research expertise spanning engineering education, psychology, and social work, will share our experiences from leading NSF-funded investigations that critically examine various emotional constructs related to engineering education. We will leverage these experiences to guide workshop participants through the landscape of research and education opportunities that lie at the intersection of engineering formation and emotional development in this context. By the end of the workshop, we aim for participants to gain a more robust understanding of extant research on emotions in engineering, develop well-constructed research questions related to emotional phenomena in engineering education and workplace contexts, and develop practical educational strategies related to emotions in these domains.
Dr. James Huff is an Assistant Professor of engineering education at Harding University. He leads the research group Beyond Professional Identity (BPI), which broadly investigates lived experience of identity within individuals in the interest of advancing holistic identity development and psychological health in engineering domains. Relevant to the present workshop proposal, Dr. Huff is currently the lead investigator on an NSF-funded project to investigate shame in the context of engineering education (NSF EEC 1752897).
Dr. Amy Summerville is an Associate Professor in the Department of Psychology at Miami University. She earned her Ph.D. in Psychology from the University of Illinois at Urbana-Champaign. Dr. Summerville is a social psychologist whose research examines how thoughts of “what might have been” affect emotion, motivation, and behavior. She is the PI of a grant from NSF’s EEC division investigating new interventions in engineering education that utilize social cognitive psychology (NSF EEC 1530627).
Dr. Nicola Sochacka is a research scientist, instructor, and the Associate Director for Research Initiation and Enablement in the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. She uses interpretive methods to understand student and faculty development in complex, social settings related to engineering education and practice. She was a co-PI on a recently completed NSF grant that investigated the role of empathy in engineering (NSF EEC 1463829). She is currently a co-PI on an NSF-sponsored project that is examining shame as a key socio-psychological mechanism in the professional formation of engineers (NSF EEC 1752897).
Dr. Joachim Walther is an Associate Professor of engineering education research and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the professional formation of engineers, the role of empathy and shame in engineering learning, and student development in interdisciplinary and interprofessional spaces.