Conference Session

Environmental Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michael Butkus, United States Military Academy; Ariana Hinckley-Boltax, Tufts University; Kathryn Newhart, United States Military Academy; Andrew Pfluger, United States Military Academy

escape rooms have teams solve a problem using puzzles, clues, and hints ina limited amount of time. Two escape rooms were developed for seniors in our environmentalengineering program. The first escape room was centered on a hazardous waste incinerationproblem that included, the Ideal Gas Law, gaussian dispersion, and risk assessment. This escaperoom was used in our Solid and Hazardous Waste course to help our seniors prepare for theFundamentals of Engineering Exam. It was also piloted with two faculty teams during a summerteaching seminar. The second escape room was built around an engineering ethics case study inour capstone design course, which will be discussed in the companion paper. Assessment andevaluation of these exercises revealed that

Conference Session

DEED Technical Session 1: Adapting to COVID and other Design Challenges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heather Orser; Tiffany Ling, University of St. Thomas

Requirements Team demonstrated how the final solution satisfied the sponsor requirements (or explained the test plans created to evaluate the requirements) 6. Professionalism The team exhibited an excellent grasp of how ethics and codes/licensure affected (or would affect) their project.Figure 1 – Design show grading instructions prior to 2021In reviewing this meeting and assessing the purpose of the faculty meeting, it became clear thatthis meeting could be combined with the faculty grading into a verification meeting for 2021.The purpose of the verification meeting would be for teams to focus on the technical details oftheir work with their reviewers. These meetings were relatively brief, typically less than 30minutes, and focused on

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Callie Miller, James Madison University; Daniel Castaneda, James Madison University; Melissa Aleman, James Madison University

social locations of educators greatly shapes their experiences andthe disproportionate harms of the pandemic to women and people of color may likewise shapethe pattern of faculty exit from the academy in the face of untenable work-life experiences[McClure & Fryar, 2022]. Collaborative autoethnography can play an important role inhighlighting not only the multi-faceted and different gendered challenges that engineeringeducators faced during the pandemic, but also in demonstrating strategies faculty used tocultivate meaningful and inclusive relationships that served to create an ethic of care in the faceof institutional chaos.Collaborative autoethnography not only has the potential to shed light on the multi-facetedcharacter of an experience

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Luke Fredette, Cedarville University; Michael Kennedy, Cedarville University

introducing some measure of the complexity of the“real-world” design problems they will face in industry. It is critical to expose students to natureto ground them in reality, making them useful in the practical context of engineering practice.Although disagreement undoubtedly abounds in precisely defining the most important aspects oflaboratory or project learning, Fiesel and Rosa have provided a series of useful objectives,including experience with instrumentation, models, experimentation, data analysis, design,learning from failure, creativity, psychomotor skills, safety, communication, teamwork, ethics inthe laboratory, and sensory awareness [6]. These criteria provide a useful framework forevaluating and improving PBL element of coursework

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maria-isabel Carnasciali, University of New Haven; Nadiye Erdil, University of New Haven; Ronald Harichandran, University of New Haven; Jean Nocito-Gobel, University of New Haven

Skills 14 Building, Sustaining and Leading Effective Teams ET and Establishing Performance Goals 15 Building Relationships with Corporations and Communities The Elevator Pitch: Advocating for Your Good 16 EP Ideas 17 Resolving Ethical Issues REI 18 Learning from Failure LFFOur Student Feedback SurveyIntegration and deployment of the modules in our classes has become increasingly efficient. Coursecoordinators

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Gail Verdi, Kean University; Lara Letaw, Oregon State University

to consider human-centered design as an engineer. This shows engineering students theimmense ethical and communal responsibility of engineers in the field [3].ResultsOver the 11-week term student responses to process logs went from general identification ofsystemic issues and effects to specific exposition of personal experience and observation ofcourse content in the real world. Initially, students expressed understanding of broad, fuzzilyformed concepts. After practice teaming, their insight grew, and they began to identify as a partof the larger engineering community. They voiced ways they want to interact with the world andcomplex problems. They started to observe their place as first year and transfer students in thelarger university

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University Tandon School of Engineering; Julie Martin, The Ohio State University

accreditation body for engineeringprograms in the US, ABET, as well as researchers in the field. ASEE published several reportsdescribing the knowledge, skills, and abilities (KSAs) needed for future engineers, whichfocused heavily on non-technical professional skills (ASEE, 2013). Likewise, ABET has alsoindicated a strong importance on this type of skill development in its assessment of programs,with the updated Student Outcomes. Four out of the seven ABET outcomes focus on these skills,and those four are outlined below: “(3) an ability to communicate effectively with a range of audiences (4) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohamed Jalal, University of Ottawa; Hanan Anis, University of Ottawa

marks as a dependentvariable. Before collecting any data, ethical approval for the research was obtained from theUniversity of Ottawa’s office of research ethics and integrity review board. Participants wererecruited from the faculty of engineering at the University of Ottawa. To qualify for the research,students had to be registered at an introductory engineering design course that was offeringstudents an authentic learning experience. The courses were part of a faculty effort to integratemaking projects and activities to the engineering curricula. The courses’ learning environmentprovided students hands-on, team-based introduction to engineering design where they mustwork with a client from the local community to devise an engineering

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Latorre, University of Florida; Elizabeth Meier, University of Florida

students rated most skill areas as more relevant totheir future work than their present course of study. In a similar perspective, the study in thispaper measured engineering students’ perceptions of leadership skills from the 3 categories ofpersonal, professional, and present course of study.Leadership skills have been identified by industry and higher education through a series ofreviews and surveys. Some of the skills highlighted by industry and higher education asimportant to leadership are empathy and self-awareness, ethical conduct, appreciation of culturaldiversity, work effectively in teams, and communication skills [3], [18]. The lecture topics forthe study in this paper directly align with the leadership skills identified as important by

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Craig Woolard, Montana State University - Bozeman; Catherine Kirkland, Montana State University - Bozeman; Kathryn Plymesser, Montana State University - Bozeman; Adrienne Phillips, Montana State University - Bozeman; Susan Gallagher, Montana State University - Bozeman; Michelle Miley; Kristen Intemann, Montana State University - Bozeman; Ellen Lauchnor, Montana State University - Bozeman; William Schell, Montana State University - Bozeman

thread contains outcomes related to communication, ethics, social justice, leadership, and teamwork. Professionalism encompasses fundamental skills necessary to communicate effectively with a wide range of audiences and make ethical and just decisions in the practice of their profession. Professionalism thus also includes development of virtues and leadership characteristics. The professionalism thread acknowledges that students develop as professionals over time and with repeated exposure to professional concepts and multiple opportunities to practice and reflect. The systems thinking thread encompasses the skills and behaviors desired of a graduate that will lead them to make design decisions that incorporate

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Abhaya Datye, University of New Mexico; Yan Chen, University of New Mexico; Sang Han, University of New Mexico; Catherine Hubka, University of New Mexico; Jamie Gomez, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Susannah Davis, University of New Mexico

their privileged peers.Impacts on studentsUltimately, as a result of the changes, our students developed more expert-like skills related todesigning [43-46], more sophisticated ethical reasoning [47, 48], improved collaboration skills[44, 49], and all without having a negative impact on conceptual learning. Our longitudinalanalysis suggests that our approach has fostered persistence, especially among first-generationLatinx students, in part because of a focus on students’ assets [50, 51].Offer limited but specific feedback on writing and require revision and reflectionAn emergent approach in our project was focusing on teaching technical writing. Like manyfaculty, most of us took a bleed-all-over-it approach to feedback, offering detailed line

Conference Session

Engineering and Public Policy Division Technical Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anindya Roy, Massachusetts Institute of Technology; Aaron Kessler, Massachusetts Institute of Technology

using an internet enabled device (computer, smartphone, smart home technologies) is participating in the data economy [1].“A data economy is a global digital ecosystem in which data is gathered, organized, andexchanged by a network of vendors for the purpose of deriving value from the accumulatedinformation...The gathered data is then passed to individuals or firms which typically take a fee”(Wikipedia, 2021).Alternatively, Murtagh et al. defined data economy as “...forms of social, ethical, institutional,academic, epistemic, national, and international structure and governance, with data as itsfundamental unit of exchange [2].” The data economy is often associated with “free” applicationsinstalled on our phone, or advertisement firms

Conference Session

ETD - Technical Session 7 - ET Pedagogy I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei Zhan, Texas A&M University; Yonghui Wang, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University

education institutions were one of thehardest hit areas by the pandemic. There are many papers about online education during pandemic [7,8, 9, 10, 12, 13, 14, 15, 16, 17, 18, 24, 25, 26, 27, 28].Educators world-wide are devising innovative ways to minimize the impact of the pandemic on studentlearning [13]. Mosher et al. [18] discusses the impact of Covid-19 from a historical perspective and howtechnology influenced our response to the pandemic comparing to other historical events such as the1918 Flu pandemic, Tuberculosis, Ebola, AIDS, and SARS. Nordin and Barton [8] compared the pre-pandemic and post-pandemic approaches in a course ethical theory and practice were taught toengineering students. Butler and Reid [9] presented how plant visits and

Conference Session

Mechanical Engineering: Statics and Dynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paris Weber, University of Washington; Seung-Jin Lee, University of Washington; Heather Dillon, University of Washington

the KEEN project,” J. Eng. Entrep., vol. 7, no. 3, Art. no. 3, Feb. 2017, Accessed: Feb. 03, 2022. [Online]. Available: http://www.jeenonline.org/Jeen_Vol7_Num3.html[3] J. Farina, H. Dillon, R. D. Levison, and N. Ralston, “Increasing Student Curiosity with Cooling Systems,” presented at the 2020 ASEE Virtual Annual Conference Content Access, Jun. 2020. Accessed: Feb. 03, 2022. [Online]. Available: https://peer.asee.org/increasing-student-curiosity-with-cooling-systems[4] H. E. Dillon, J. M. Welch, N. Ralston, and R. D. Levison, “Students Taking Action on Engineering Ethics,” presented at the 2020 ASEE Virtual Annual Conference Content Access, Jun. 2020. Accessed: Feb. 03, 2022. [Online]. Available: https://peer.asee.org

Conference Session

Multidisciplinary Engineering Division Technical Session - Empathy, Metacognitive Skills, and Perceptions of Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simon Ghanat, The Citadel; Dena Garner; Todd Wittman, The Citadel; M. Kristen Hefner, The Citadel; Deirdre Ragan, The Citadel; Thad Le-Vasicek, The Citadel; Emily Bierman, The Citadel; Blakely Adair-Hudson, The Citadel

’ growth.IntroductionUndergraduate research is a high-impact educational practice that has myriad benefits forstudents. According to the Council on Undergraduate Research, undergraduate research isdefined as “an inquiry or investigation conducted by an undergraduate student that makes anoriginal intellectual or creative contribution to the discipline” [1]. As stated in literature, studentswho engage in undergraduate research show improvements in thinking independently, thinkingcritically, putting ideas together, solving problems, patience analyzing and interpreting data,analyzing literature, conducting ethical research, writing, and communicating [2-10]. Studentsinvolved in undergraduate research also report outcomes that may translate to post-graduationsuccess. For

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Diversity Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marian Kennedy, Clemson University; Cora Allard-Keese, Clemson University; Joshua Alper, Clemson University; Jennie LaMonte, Clemson University; Aubrey Baldwin, Clemson University

4 3 3 research mentors or program administratorsApplying to the Clemson Creative 5 - 3 (merged) 4 5Inquiry programApplying to undergraduateresearch programs supported by 6 4 3 (merged) 5 6NSFBasic online safety training before 7 4 5 6 (merged) 9 (merged)entering a laboratory at ClemsonProfessional and ethical 8 14 6 (merged) 9 (merged)responsibilities for researchTips for time management 9 - 6 7 7Documenting your research inlaboratory notebooks and on 10 8

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David Knight, Virginia Polytechnic Institute and State University; Walter Lee, Virginia Polytechnic Institute and State University

, employability, academic success, persistence, effective learning, ethical developmentof students, and interdisciplinary competence [15]–[21]. For example, Krause et al. [22] exploredhow summer camps provided an environment for students to bond with their peers and withfaculty while developing their professional skills. The result suggested the importance of co-curricular activities on students’ persistence and success as a long-term effect [22]. Stiltz et al.[23] is another example; this study was conducted at Douglass Residential College, which offersa co-curricular experience for first-year female engineering students that provided mentoring andhands-on learning experiences for students. Students demonstrated better confidence incompleting their

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Peuker, California Polytechnic State University, San Luis Obispo; Erin Moss, California Polytechnic State University, San Luis Obispo; Jaxon Silva, California Polytechnic State University, San Luis Obispo; Emily Wannenmacher, California Polytechnic State University, San Luis Obispo; Lauren Cooper, California Polytechnic State University, San Luis Obispo

and havedevaluate the importance of their ethical responsibilities as engineers. [7]There are multiple and varying definitions of social justice; for our purposes, we chose tounderstand social justice as something that stresses the importance of equity and accessibility inresources, and the protection of human rights. This description of social justice carries a mandateto analyze and acknowledge the structural and social inequalities present in society, and work toempower those most marginalized by these systems of inequality. The work to fulfill the mandatemay come in many forms, from actively changing institutions–whether that be government,academic, or economic–policies, and systems that actively cause violence for marginalized

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Charlie Michaels, University of Michigan; Steve Skerlos, University of Michigan; Ann Verhey-Henke, University of Michigan

divided into five pieces where each piece has yellow end points. These breaksin the wave act as stop signs or decision points between the five stages. Before moving from onestage to another, designers are encouraged to take time to pause and reflect in order to makedecisions that are evidence based, ethical, and equitable. Thus, socially engaged designrecommends designers to be reflective practitioners—to look back at both their design processand current design outcomes at regular intervals [73]. Different decision points will requiredifferent kinds of reflection but generally designers may be asking themselves: Do I have enoughinformation to move forward? What information is still missing? Is this meeting the needs of mystakeholders? What

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natalie Wint

HE in a general sense, we move to consider the purpose ofengineering education specifically, making use of various UK reports to define thecharacteristics of the ‘new’ engineer. In recent years there has been an increasing emphasison the need for engineers to apply systems thinking to solve complex engineering problemswhilst considering the wider context [22]. Engineers should behave in a socially responsibleand ethical manner whilst demonstrating cultural awareness. They are expected todemonstrate a range of professional skills including communication, teamwork, project andrisk management, business awareness and leadership [22], [23] and there is an expectationthat they will engage in their own personal development and lifelong learning [22

Conference Session

LEES 2: Stories of Intersectionality and Institutional Marginalization

Collection

2022 ASEE Annual Conference & Exposition

Authors

Desen Ozkan, Tufts University; Chelsea Andrews, Tufts University

, Vakil and Ayers invite STEM educators to: "Imagine the possibilities that open when being a 'STEM person' (as a programmer, student, teacher, scientist, engineer, technician, or professor) invites a world view and set of cultural, ecological, and societal storylines that are synergistic with the kinds of values, morals, and ethics associated with participation in historical resistance and freedom struggles. One can be a scientist or engineer and a community activist without irony or pause. Or a political engineer, for instance, whose curiosity and pursuit of technical knowledge and understanding is always guided by a motivation to imagine and design new technologies that resists oppression

Conference Session

First-Year Programs Division Technical Session 11: Program Descriptions and Learning Analytics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Cruz Castro, Purdue University at West Lafayette (PPI); Tiantian Li, Purdue University at West Lafayette (COE); Leyla Ciner; Kerrie Douglas, Purdue University at West Lafayette (COE); Christopher Brinton, Purdue University at West Lafayette (COE)

Paper ID #37868Predicting learning outcome in a first-year engineeringcourse: a human-centered learning analytics approachLaura Melissa Cruz Castro Laura M. Cruz Castro is a Ph.D. candidate in the Department of Engineering Education under the guidance of Dr. Kerrie Douglas. She holds a B.S. in Statistics from Universidad Nacional de Colombia, a M.S. in Business Intelligence from Universität de Barcelona, and a M.S in Electrical and Computer Engineering from Purdue University. Her research interests include educational data analytics, ethical considerations regarding the use of data in education, incorporation of

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Hector Rodriguez-Simmonds, Purdue Engineering Education

provided 78results in the first search, INSPEC 30, EBSCO ERIC 17, EBSCO Education Source showed 56results, Humanities International Complete provided 39, and Women Studies Internationalshowed six results for a total number of 226 articles. The first part of the paper-reduction process involved removing duplicates. There were38 duplicate journal articles in our data. The main reason for this is that papers appeared in morethan one database. Therefore, we went from 226 articles to 188. The second layer of exclusioncriteria applied the titles of the articles. Some articles were unrelated to LGBTQ+ topics or ourresearch questions and revolved around Biology, Chemistry, Communications, ComputerScience, Economics, Education, Ethics, Religion

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cortney Holles, Colorado School of Mines

Paper ID #37235Faculty-Student Interaction and Its Impact on Well-Being inHigher Education for STEMCortney E Holles (Teaching Professor) Cortney Holles is a Teaching Professor in the Humanities, Arts, and Social Sciences at Colorado School of Mines where she has taught and developed the required first-year ethics and writing course for STEM majors since 2004. She also teaches science communication and service learning. She defended her educational criticism/action research dissertation on “Faculty-Student Interaction and Impact on Well-Being in Higher Education” and earned her Ed.D in 2021. She is now engaged in

Conference Session

Project Based and Experiential Learning in Manufacturing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Derek Yip-Hoi, Western Washington University; Sura Alqudah, Western Washington University

understanding of the problem. Moreover, all sponsors indicated that they would prefer a hybrid model over either F2F or virtual communications. This would give students the flexibility to be present on location at the sponsor’s facility for critical project milestones but have the flexibility to meet virtually with their sponsors more frequently throughout the duration of the project.b. Student's Perspective: At the end of the senior design project, all students are asked to write a reflection statement that addresses the following questions: 1. Actual timeline compared to the proposed timeline, 2. Actual costs compared to proposed costs, 3. Ethical considerations for the project, 4. Effectiveness

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Hamilton, York College of Pennsylvania; Kelly Arcieri, York College of Pennsylvania

studentoutcomes that we felt were most applicable and most reasonable for supervisors to assess. Itshould be noted that the ABET student outcomes recognize the importance of technical skills and“soft” or professional skills and require both. This is in line with what employers are saying theywant from future employees as well – technical skills, of course, but also professional skills [14,23]. Examples of desired professional skills include leadership, an ability to effectively work ina team, communication skills (both verbal and written), strong work ethic, flexibility/adaptability, and ability to work with others [24, 25]. Conforming to theory and practice, ourassessment tool focused on professional competence and essentially asked the employers

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Noah Bezanson; Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Nafissa Maïga

Zimbabwe (n=25) Senegal (n=138) Education / college / university 24% 24% STEM knowledge 60% 26% Knowledge of tools 12% - Professional competencies - 13% Attitudes (Self-confidence, 12% 11% Pragmatist, Optimist, Determined, Creative, Responsible) Problem Solving - 8% Ethical - 7% Table 3: Skills and knowledge required for engineeringBoth Zimbabwe and

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

toencourage engineering faculty is by introducing leadership pedagogies, practices, andepistemologies. Some popular frameworks that have been used in engineering leadershipresearch and practice are transformational leadership, servant leadership, and ethical leadership[9]. While incorporating leadership in the engineering education ecosystem is challenging, thefinal challenge that Klassen et al. [7] describe is disrupting marginalization. As a predominatelyWhite and male-dominated field, Klassen et al. [7] state, “deeper cultural and structural changesare required for leadership and engineering to reflect the experiences of all students, not justthose who fit the image of historically dominant groups.” Much of the work in both engineeringand

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nadia Kellam, Arizona State University; Madeleine Jennings, Arizona State University, Polytechnic Campus

numbers of participants [3], [10], we could continue to couch our small numbersstudies in large datasets or proposals.This leads to questions for us, as a community, to consider. Is it important to have a large data setif we are not going to analyze all of the data? Would it be better for us to have smaller data setsthat we analyze more critically and deeply? Would it be better to have a smaller number ofparticipants and collect more in-depth data from those participants? Or does having a larger dataset help us have more credibility when sharing our studies with traditional engineering faculty?Is there an ethical concern around collecting data that is not included in later analysis?Generalizable/Contextual Tensions:Generalizability was discussed

Conference Session

EMD Technical Session 2: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laramie Potts, New Jersey Institute of Technology; Huiran Jin

injustices, polarizedsociety and that engendered modern societal discord within the built environment. Such issuesraised during the 4IR will require HEIs to develop greater capacity for ethical and interculturalunderstanding, placing a high premium on “soft skills” in engineering education withadaptability to address injustices from past practices (e.g. [14, 15]). Competence and skilldevelopment for workers in the nascent multibillion-dollar geospatial industry is prescribed bythe Geospatial Technology Competency Model (GTCM) [17]. Geospatial technologyprofessionals work in a variety of specializations of the geospatial industry includingsurveying/geomatics and mapping, civil engineering, architecture, urban planning, forestry, andcoastal and marine