Community-Based Engineering Education Research in Eldoret, Kenya: This new project will fund SFSU engineering students to spend 6 weeks in Kenya conducting engineering education research with community partners.
EERL students: We will be recruiting new students for this project in the fall of 2022! If you are interested, please contact Dr. Claussen (sclaussen@sfsu.edu). We will be recruiting students to work on the administrative side (during the school year) and/or to travel to Kenya as research students (Summer 2023).
Funding: National Science Foundation, International Research Experiences for Students, Grant No. 2153641
Students’ and Early-Career Professionals’ Views of Engineering Ethics and Social Responsibility: This project started in 2015 with the goals of understanding how engineering students view ethics and social responsibility, and how those views change over time and are influenced by diverse experiences. This is a longitudinal study which has tracked a sample of participants over time, starting when they were first year engineering students and following them through their undergraduate degrees and into the start of their professional careers or graduate studies.
EERL students: Min Ha Hwang, Yna Leonardo
Funding: National Science Foundation, Cultivating Cultures of Ethical STEM (CCE STEM) and Ethical and Responsible Research (ER2) programs, Grant Nos. 1449470 and 2130924
Exploring the Connection Between Teamwork Experiences and Engineering Identity: Based at SFSU, this project investigates engineering students’ engineering identities and how they are tied to their experiences working in teams, with a special focus on team disagreement. We are in the process of collecting and analyzing the first round of data for this project.
Funding: National Science Foundation, Research Initiation in Engineering Formation, Grant No. 2106322
Understanding the Formation of Sociotechnical Thinking in Engineering Education: This project explores how sociotechnical thinking can be integrated into core undergraduate engineering courses and how such sociotechnical integration influences the ways faculty and students see engineering. In the EERL, we have extended this work to understand how engineering students’ views of sociotechnical education, their perspectives on engineering practice, and their engineering identities intersect.
EERL students: Min Ha Hwang, Lizzy Trueblood
Funding: National Science Foundation, Research on the Formation of Engineers Program, Grant No. EEC-1664242
Gator Engineering Education Research Lab 