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This paper details a poster presented in the National Science Foundation (NSF) Grantees Poster Session for the 2022 ASEE Annual Conference. The study, aptly titled, aims to examine the ‘Long-Term Effect of Involvement in Humanitarian Engineering Projects on Student Professional Formation and Views of Diversity, Equity, and Inclusion (DEI).’ As part of the larger study, this poster details the results from alumni (n=19) of the Lipscomb University engineering program collected through an open-ended questionnaire. The research team performed an inductive coding analysis of the qualitative data to understand the connections between humanitarian engineering projects, professional formation, and views of DEI. Quantitative results as well as data from other participant groups, including current students and non-alumni engineering professionals, will be presented elsewhere. Emergent codes showed that participants found both outward and inward value in serving others. Outward value reflected a better quality of life for the person benefiting from service while inward value provided personal satisfaction, learning, or growth for the participant. This inward value was also evident with respect to views of DEI where participants mentioned learning or growing from past events. Two participants directly mentioned a connection between their experiences with humanitarian engineering projects and their views of DEI. Additionally, the codes connected to existing literature in engineering education as well as theories like empathy, identity development, and emotional intelligence. These results are promising for this study and will be expanded upon through interviews where these connections will be examined at a deeper level.
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This content will become publicly available on June 10, 2026
Engineering Learning Community: Teachers’ Perceptions of Engineering Teaching & Its Implementation in Their Teaching
Engineering Structured Poster Session: During these 75-minute concurrent sessions, up to 12 presenting projects will share information about their work related to engineering education with each other and with attendees interested in the topic. Following brief introductions, interactive poster presentation and viewing occured in two rounds, and the session concluded with facilitated discussion across all projects.
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- Award ID(s):
- 2201249
- PAR ID:
- 10596808
- Publisher / Repository:
- Community for Advancing Discovery Research in Education (CADRE)
- Date Published:
- Format(s):
- Medium: X
- Location:
- Arlington, VA
- Sponsoring Org:
- National Science Foundation
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