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Three broad and enduring issues have been identified in the professional formation of engineers: 1) the gap between what students learn in universities and what they practice upon graduation; 2) the limiting perception that engineering is solely technical, math, and theory-oriented; and 3) the lack of diversity (e.g., representation of a wide range of people, thought, and approaches toward engineering) and lack of inclusion (e.g., belonging and incorporating different perspectives, values, and ways of thinking and being in engineering) in many engineering programs. Although these are not new challenges in professional formation, these issues are highly complex, interconnected, and not amenable to simple solution. That is, they are “wicked” problems, which can be best understood and mitigated through design thinking, a human-centered approach based on empathy, ideation, and experimentation, as it is a useful perspective for addressing complex and ambiguous issues. Thus, this NSF-funded RFE study utilizes a design thinking approach and research activities to explore foundational understandings of formation and diversity and inclusion in engineering while concurrently addressing three project objectives: 1) To better prepare engineers for today’s workforce; 2) To broaden understandings of engineering practice as both social and technical; and 3) To create and sustain more diverse and inclusionary engineering programs. In this paper, we provide an overview of the multi-year project and discuss emerging findings and key outcomes from across all phases of the project. Specifically, we will showcase how the research has identified the concurrent ways that understandings of diversity and inclusion are impacted significantly by the local contexts (and cultures) of each department while being compounded by the larger College/University/discipline-wide understandings of who is an engineer and what skills legitimize the identity of “an engineer.” 

Little is known about how students engage in ethical decision‐making, especially when designing in messy, real‐life contexts. To prepare ethically competent engineers, educators need a richer understanding of students' ethical decision‐making throughout the course of the design process.

This study examines students' intuitive ethical decision‐making as it emerges throughout the design process as well as when and how students engage in ethical reflection. Outlining these processes enables educators to better structure and support students' ethical reasoning.

We conducted 103 semi‐structured interviews with students in a multidisciplinary service‐learning program. To capture how ethical decision‐making unfolded over time, we sampled 13 students who had participated for multiple semesters on the same projects. The resulting 30 interviews were transcribed, coded, and thematically analyzed. We then explicated when and how students appeared to grapple with the ethical principles of beneficence, nonmaleficence, autonomy, and justice.

The findings trace which ethical principles emerged as salient in each phase of the design process as well as what conditions and activities stimulated students' reflection on their ethical decision‐making.

Although certain phases of the design process appear to prompt consideration of specific principles, students' interactions with users and project partners appeared to stimulate the most reflection on their ethical decision‐making. We discuss how educators can leverage these and other reflection triggers to better structure and support students' ethical reasoning as well as strategies for making intuitive processes more explicit.

 

The present study examined how design thinking processes help to facilitate difficult conversations for fostering organizational change toward greater inclusion and equity in undergraduate engineering programs. Regardless of the type of organization or institution, sustainable diversity and inclusion integration requires difficult conversations that can correspond with locale‐specific interventions and deep cultural transformation. We led a series of design sessions with stakeholders from two undergraduate engineering programs at a large, Midwestern, research university aimed at creating prototype solutions to diversity and inclusion problems. Following the sessions, we conducted interviews with 19 stakeholders to understand their perceptions of the design process in facilitating both difficult conversations and in enacting meaningful change. Our study uncovered that organizational cultures impacted participants’ perceptions of change possibilities and their role in change. We conclude with recommendations for adopting design practices and communication‐as‐design processes to create structures and interactive approaches for facilitating conversations toward inclusionary organizational change.