Emily Dringenberg
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Am I smart enough to be an engineer? How undergraduate engineering students articulate their identities Open
Background Students' identification with engineering is intertwined culturally with being smart. Broadly, engineering students are often considered to be smart by others and by themselves, and these beliefs about smartness—what it is and w…
Reimagining Behavioral Analysis in Engineering Education: A Theoretical Exploration of Reasoned Action Approach Open
Engineering education research has long been rich in behavioral observations and inquiries. These investigations span a range of levels, from individual behaviors to group dynamics to organizational influences. Such behavioral research del…
Engineering Identity and Smartness Identity as They Relate to Women’s Participation in Engineering Open
Contribution: This study examined the role of the engineering and smartness identities of three women as they made decisions about their participation in engineering majors. In addressing the under-representation of women in engineering, p…
Thinking as Argument: A Theoretical Framework for Studying how Faculty Arrive at Their Deeply-held Beliefs About Inequity in Engineering Open
When it comes to engaging with complex, social problems, it is important to be aware of not only what one believes, but also why one believes it. Plus, focusing on beliefs about the cause of a social phenomenon (e.g., what one believes cau…
Who’s Smarter? Beliefs about Smartness and Self-Identities Across Institutionalized Educational Pathways into Engineering Open
The underrepresentation of non-male and non-white individuals continues to be a persistent problem at all levels of engineering. In undergraduate education, multiple pathways into engineering degree programs (e.g., introductory courses off…
Who is Smart? High School Science and Engineering Students’ Beliefs about Smartness Open
The purpose of this research paper is to present findings from an exploratory, qualitative study of high school students' beliefs about smartness. The construct of smartness, which is deeply embedded into all levels of engineering educatio…
Intelligence and Smartness in Engineering: Gatekeepers to Diversity and Inclusion Open
The ideas of intelligence and smartness are woven into all levels of engineering education. The individuals who are 1) accepted to study engineering, and 2) persist to practice engineering are broadly recognized as smart. In Western contex…
Board 419: Students use their Lived Experiences to Justify their Beliefs about How they Will Approach Process Safety Judgment Open
In the chemical industry, judgments related to process safety hold the potential to lead to process incidents, such as chemical leaks and mechanical failures that can have severe consequences. Many of these judgments require engineers to j…
Criteria Conundrum: Engineering Students’ Beliefs about the Role of Competing Criteria in Process Safety Judgements Open
This research paper focuses on comparing engineering students' beliefs and behaviors related to making process safety judgements. Despite emphasis on process safety education, serious health and safety accidents in the chemical process ind…
MIND THE GAP! …between engineers’ process safety beliefs and behaviors Open
His research interests involve studying engineering ethics and decision making and using digital games as safe
Surfacing Deeply Held Beliefs about Gender-and Race-Based Minoritization in Engineering: Emerging Insights After Two Years Focused on Data Collection Open
Engineering educators in many contexts are increasingly being called to contribute to equity. The focus of our CAREER project is to investigate the ways in which engineering faculty, staff and administrators think about the cause of gender…
Engaging undergraduate researchers: Contextualizing beliefs and identities about smartness in engineering Open
Undergraduate research is considered a high-impact practice. It provides students with the opportunity to improve their critical thinking and personal communication skills and offers the opportunity to build mentoring relationships with fa…
Ways of Being Smart in Engineering: Beliefs, Values, and Introductory Engineering Experiences Open
Common discourse conveys that to be an engineer, one must be “smart.” Our individual and collective beliefs about what constitutes smart behavior are shaped by our participation in the complex cultural practice of smartness. From the liter…
Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs Open
Background Beliefs are a complex research construct with deep connections to innumerable different research areas and agendas. Engineering education researchers are increasingly studying beliefs, and synergy across these efforts can lead t…
Undergraduate students' espoused beliefs about different approaches to engineering design decisions Open
Background Engineers are socialized to value rational approaches to problem solving. A lack of awareness of how engineers use different decision‐making approaches is problematic because it perpetuates the ongoing development of inequitable…
An Intervention to Promote Growth Mindset and STEM Self-Efficacy of High School Students: Exploring the Complexity of Beliefs Open
The marginalization of women in engineering is a persistent problem. The overall goal of our collaborative project was to promote interest and participation in science, technology, engineering, and mathematics (STEM), particularly for high…
Undergraduate students’ beliefs about diverse approaches to making engineering design decisions: Exploring change during a capstone course Open
Well-structured, de-contextualized problems that can be solved using solely technical approaches remain a large component of the engineering education curriculum. As a result, students may mistakenly believe that all engineering work can b…
You’re an Engineer? You Must Be Really Smart! A Theoretical Discussion of the Need to Integrate “Smart” into Engineering Identity Research Open
Background: Those who participate in engineering are often assumed to be smart by others. At the same time, the cultural construction of what counts as “smart” is biased and therefore functions as a barrier to broadening participation in e…
Smartness in engineering: Beliefs of undergraduate engineering students Open
Background Modern engineering culture is rooted in assumptions of intellectual superiority. Scholars have demonstrated that smartness functions as an oppressive cultural practice in educational settings. However, the shared ways in which u…
Student and Faculty Beliefs about Diverse Approaches to Engineering Design Decisions Open
Background: Engineers need to be able to make robust design decisions. Because design is an ill-structured endeavor, design decisions require some combination of rationalistic, intuitive, and empathic approaches. However, engineering educa…
Identifying and disrupting problematic implicit beliefs about engineering held by students in service-learning Open
Service-learning (SL), especially in engineering, is a promising way to engage and support local communities, educate students as holistic citizens and professionals, and strengthen the connection between higher education and society. Howe…
Empathic approaches in engineering capstone design projects: student beliefs and reported behaviour Open
Engineering design decisions have non-trivial implications, and empathic approaches are one way that engineers can understand and translate the perspectives of diverse stakeholders. Prior literature demonstrates that students must develop …
Smartness in Engineering Culture: An Interdisciplinary Dialogue Open
This theory paper contributes to the study of smartness in engineering culture from different disciplinary perspectives. We are interested in the construct of smartness, which is a powerful, yet implicit, driver of students’ experience in …
Engineering Students’ Beliefs about Decision Making in Capstone Design: A Revised Framework for Types of Informal Reasoning Open
Engineers engage in design, and design requires decision making. Whether picking a color for a spoon designed to aid a person with physical challenges or choosing the material for the blade of a turbine; engineering design decisions are co…
What Can Reflections from an "Innovation in Engineering Education" Workshop Teach New Faculty? Open
What Can Reflections From an "Innovation in Engineering Education" Workshop Teach New Faculty?Designers of faculty workshops often hope to transform the way workshop attendeesunderstand their roles as educators. How do changes in attendee …
Revealing the Decision-Making Processes of Chemical Engineering Students in Process Safety Contexts Open
Chemical engineering students need to be prepared to make process safety decisions in industry. Through analysis of the decision-making process of senior chemical engineering students, we found students would rather be “better safe than so…
Growth Mindset Interventions and Girls’ Beliefs on the Nature of Intelligence Open
This presentation discusses a research project exploring the impact of a one-hour session on growth mindset during two offerings of a three-day Science, Technology, Engineering and Mathematics (STEM) summer camp for middle-school girls. On…
Faculty Beliefs about the Nature of Intelligence Open
Educators shape the learning experiences of students in the classroom. Their views on intelligence influence the beliefs students have about their own abilities to learn. Astin (2016) cautioned, "The faculty culture regards smartness in an…
Connected Mechanical Engineering Curriculum through a Fundamental Learning Integration Platform Open
To keep students engaged in learning, educational engineering institutions need to enhance their curricula. Courses within curricula need to be connected in a way that is meaningful and promotes student engagement through hands on learning…