Huff, J., & Sharbine, M., & Walther, J., & Sochacka, N., & Shanachilubwa, K., & Countess, G. (2022, August), Professional Shame amid Faculty-Student Interactions  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41136

\bibitem{asee_peer_41136}
  Huff, J., \& Sharbine, M., \& Walther, J., \& Sochacka, N., \& Shanachilubwa, K., \& Countess, G. (2022, August), \emph{Professional Shame amid Faculty-Student Interactions}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41136

James Huff, Mackenzie Sharbine, Joachim Walther, Nicola Sochacka, Kyle Shanachilubwa, and Grant Countess.  "Professional Shame amid Faculty-Student Interactions".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41136 Internet.  19 Apr, 2025

\bibitem{asee_peer_41136}
  James Huff, Mackenzie Sharbine, Joachim Walther, Nicola Sochacka, Kyle Shanachilubwa, and Grant Countess.
  "Professional Shame amid Faculty-Student Interactions".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41136 Internet.  19 Apr, 2025

@INPROCEEDINGS{asee_peer_41136
author = "James Huff, Mackenzie Sharbine, Joachim Walther, Nicola Sochacka, Kyle Shanachilubwa, and Grant Countess"
title = "Professional Shame amid Faculty-Student Interactions"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41136}
number = {10.18260/1-2--41136}
}

TY  - CPAPER
AB  - Prior research on faculty-student interactions in engineering education generally conceptualizes the function of these episodes to be supportive of professional development. In this paper, we examine the experience of professional shame amid faculty-student interactions. More generally, we examine the emotional significance of interactions between faculty and students and how such moments can affect how students cope with the experience of professional shame. Our findings are based on a thematic analysis that followed a broader qualitative mixed-method investigation of how engineering students experience professional shame. Specifically, we analyzed specific episodes of moments where the experience of shame was connected to faculty members within focus group transcripts (n = 10) of engineering students (n = 38) and interview transcripts with engineering students (n = 16). We generated three themes that characterized the experience of professional shame amid faculty-student interactions. First, faculty would engender shame through conveying vague, holistic expectations of what it means to be an engineer. Second, students would cope with the experience of shame by blaming the faculty member for the experience. Finally, some students saw the faculty member as a source of hope while they experienced professional shame. These findings point to the crucial role that faculty play in not only preparing engineering students for professional practice but also for cultivating environments of well-being within engineering programs.
AU  - James Huff
AU  - Mackenzie Sharbine
AU  - Joachim Walther
AU  - Nicola Sochacka
AU  - Kyle Shanachilubwa
AU  - Grant Countess
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Professional Shame amid Faculty-Student Interactions
UR  - https://peer.asee.org/41136
DO  - 10.18260/1-2--41136
ER  -