BOARD # 347: Creating Inclusive Engineers through Humanitarian Engineering Projects: A Preliminary Model and Framework for Integration (NSF RIEF)

Kirsten Heikkinen Dodson; Ruth Fessehaye

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: NSF Grantees Poster Session II
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 6
DOI: 10.18260/1-2--55716
Permanent URL: https://peer.asee.org/55716
Download Count: 4

Paper Authors

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Kirsten Heikkinen Dodson Lipscomb University orcid.org/0000-0002-5626-4393

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Kirsten Heikkinen Dodson (pronouns: she/her) is an Associate Professor and the Chair of Mechanical Engineering in the Raymond B. Jones College of Engineering at Lipscomb University. She earned her B.S. in Mechanical Engineering from Lipscomb University and her Ph.D. from Vanderbilt University before returning to her alma mater. Her research interests focus on the connections between humanitarian engineering, engineering education, and equity and inclusion topics. She primarily teaches thermal-fluid sciences as well as introductory and advanced design courses. In addition to her courses and research, she serves as the Associate Director for Research and Education for the Peugeot Center. With the center, she is also an active leader for humanitarian engineering student project teams, primarily working in Guatemala.

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Ruth Fessehaye Lipscomb University

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Ruth Fessehaye recently graduated from Lipscomb University with a Bachelor of Science in Mechanical Engineering and a minor in Applied Mathematics. She is set to begin her role in Saint-Gobain’s Essentials of Manufacturing (EOM) Program, where she will focus on the biomedical engineering sector. Ruth is currently conducting research with Dr. Dodson, exploring how participation in humanitarian engineering projects influences individuals’ perspectives on inclusion, equity, and diversity.

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Abstract

This interactive poster will encourage audience members to review and provide feedback for a preliminary model and framework for integrating humanitarian efforts into engineering education for the purpose of creating inclusive engineers. The model and framework are the culminating work of an NSF RIEF-funded project focused on understanding the impacts of humanitarian engineering projects on student professional formation and views of diversity, equity, and inclusion. The project has included both quantitative methods through a survey and qualitative methods through interviews for a robust mixed method study to uncover these connections and impacts. From the surveys, the researchers found a lack of self-selection bias toward professional responsibility by those involved in humanitarian engineering projects. Additionally, the surveys found some differences in enacting inclusive behaviors across demographics like age and representation within the field. The interviews also produced interesting results, specifically two students whose experiences with inclusive behaviors were unexpected based on their identities - the student from an underrepresented background (veteran, mixed race) overcame bias toward teammates whereas the traditional white male student experienced inclusion. In addition to these narratives, the research team performed coding and thematic analysis of 23 interviews to better understand the connections between involvement in humanitarian engineering and enacting inclusive behaviors. From the results, a preliminary model and framework for creating inclusive engineers through humanitarian engineering was developed. The preliminary model is presented as a Venn diagram with three parts: technical abilities (traditionally taught in engineering), professional skills (only recently taught in engineering), and social and behavioral qualities (rarely taught in engineering). The research team proposes that while typical engineering projects tend to provide formation in technical abilities and professional skills, an emphasis on humanitarianism (at the center of the Venn diagram) can support development of crucial social and behavioral qualities like respect, humility, and empathy. Developing these qualities, though unexpected in most engineering programs and uncomfortable for many faculty, could be a key to creating more inclusive engineers. The model and framework will be the primary focus of the poster to encourage collaboration and interaction with the audience.

Citation
Format

Dodson, K. H., & Fessehaye, R. (2025, June), BOARD # 347: Creating Inclusive Engineers through Humanitarian Engineering Projects: A Preliminary Model and Framework for Integration (NSF RIEF) Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--55716

TY  - CPAPER
AB  - This interactive poster will encourage audience members to review and provide feedback for a preliminary model and framework for integrating humanitarian efforts into engineering education for the purpose of creating inclusive engineers. The model and framework are the culminating work of an NSF RIEF-funded project focused on understanding the impacts of humanitarian engineering projects on student professional formation and views of diversity, equity, and inclusion. The project has included both quantitative methods through a survey and qualitative methods through interviews for a robust mixed method study to uncover these connections and impacts. From the surveys, the researchers found a lack of self-selection bias toward professional responsibility by those involved in humanitarian engineering projects. Additionally, the surveys found some differences in enacting inclusive behaviors across demographics like age and representation within the field. The interviews also produced interesting results, specifically two students whose experiences with inclusive behaviors were unexpected based on their identities - the student from an underrepresented background (veteran, mixed race) overcame bias toward teammates whereas the traditional white male student experienced inclusion. In addition to these narratives, the research team performed coding and thematic analysis of 23 interviews to better understand the connections between involvement in humanitarian engineering and enacting inclusive behaviors. From the results, a preliminary model and framework for creating inclusive engineers through humanitarian engineering was developed. The preliminary model is presented as a Venn diagram with three parts: technical abilities (traditionally taught in engineering), professional skills (only recently taught in engineering), and social and behavioral qualities (rarely taught in engineering). The research team proposes that while typical engineering projects tend to provide formation in technical abilities and professional skills, an emphasis on humanitarianism (at the center of the Venn diagram) can support development of crucial social and behavioral qualities like respect, humility, and empathy. Developing these qualities, though unexpected in most engineering programs and uncomfortable for many faculty, could be a key to creating more inclusive engineers. The model and framework will be the primary focus of the poster to encourage collaboration and interaction with the audience.
AU  - Kirsten Heikkinen Dodson
AU  - Ruth Fessehaye
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - BOARD # 347: Creating Inclusive Engineers through Humanitarian Engineering Projects: A Preliminary Model and Framework for Integration (NSF RIEF)
UR  - https://peer.asee.org/55716
DO  - 10.18260/1-2--55716
ER  -