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As climate change impacts intensify, communities in rural Alaska are undergoing and adapting to changes to infrastructure from increased permafrost thawing, flooding, and coastal erosion. Climate change adaptation, defined as a process, action, or outcome in a system to better adjust to actual or expected climate change impacts, is needed to address significant structural failures and safety concerns. Despite the recognition of the need for support from stakeholders and adaptation of infrastructure, the level of adaptation activity remains limited and inconsistent across regions and communities in rural Alaska. We address this need by identifying drivers and barriers of adaptation based on stakeholder perspectives (N=25). Stakeholders included people who work for government agencies, non-profits, engineering firms, or academic institutions in rural Alaska. Results show that strong community leadership and flexibility of funding conditions were drivers to adaptation of infrastructure. Further, results show that the high cost of technology and infrastructure and lack of access to and stipulations on funding were barriers to adaptation of infrastructure. These drivers and barriers emphasize the importance of adaptation processes that effectively accommodate the unique contexts of addressing impacts in rural Alaska. Results demonstrate the need for national adaptation funding and policy that encourages local decision-making power. Specifically, results outline the need for adaptation funding and policy that supports the collaboration of Alaska based institutions and rural Alaska communities in adaptation. 

Ethics is and should be intrinsic to engineering. However, many engineering students do not recognize that every engineering decision contains ethical dimensions and that underlying values and current sociopolitical and cultural contexts can influence those decisions. One potential way to enhance engineering students’ ethical development is through extra-curricular activities (ECAs). ECAs can include many topics and interests, such as student societies (e.g., fraternities and sororities) and cultural and social organizations (e.g., Society of Hispanic Professional Engineers, Latinos in Science and Engineering, Society of Women Engineers). Previous studies emphasize that participation in student organizations plays an important role in the ethical development of students. Despite this important role, it is not clear whether some student organizations are more successful at enhancing ethical development of engineering students than others, or if it is the act of participation in these organizations itself has an effect on students’ ethical development. We hypothesize that the more organizations students participate in, the higher their ethical development will be. As such, we ask, does participation in more organizations enhances students’ overall moral development? To respond to this question, we distributed a survey to senior engineering students (n=165) at one Midwestern university in the spring of 2020. The survey captured demographics information, membership in student organizations, and the standardized Defining Issue Test-2 (DIT-2), which measures students’ ethical developmental indices (Personal Interest, Maintaining Norms, Post-conventional Thinking Score, and N2Score). The preliminary results suggest that there are significant differences between the groups of students who participated in one organization and two organizations as well as between one organization and three or more organizations, with the largest difference between those who participated in one organization and those who participated in three or more organizations. This suggests that it is possible that students with low PI scores become involved in more student organizations. This project studies student organizations as key sites for ethical learning. The research suggests that students should be encouraged to participate in more student organizations in order to promote their overall ethical development. 

Engineering education typically focuses on technical knowledge rather than ethical development. When ethics are incorporated into curriculum, the focus is usually on microethics concerning issues that arise in particular contexts and interactions between individuals, rather than macroethics that address broad societal concerns. The COVID-19 pandemic has presented a unique opportunity to assess macroethical understanding because unjust social, economic, and environmental systems have been brought to the forefront of the response. In this study, we aim to understand students’ awareness of unjust systems and the ethical responsibilities of engineers. At the beginning of the pandemic in the United States, in April 2020, we deployed a survey to undergraduate engineering students at two universities. We asked students to explain what they perceived to be the role of the engineering profession in response to the global COVID-19 pandemic. This paper focuses on the responses of undergraduate civil engineering students, totaling a sample size of 84 students across two universities. We used qualitative analyses (deductive and inductive coding) to categorize responses between “macroethics is present” and “macroethics is not present”, and we used quantitative analysis to test the two categories with sociodemographic factors for association. We show that there are statistically significant differences across student responses given certain sociodemographic factors. Responses from women focused more on macroethics as compared to responses from men. There was also a difference in responses between the universities surveyed, showing that institutional differences may impact students’ macroethical development. Potential implications from this study include recommendations on curricular content and identifying which student demographic groups would benefit most from intentional macroethical content in coursework. Additionally, increasing diversity and representation of women in engineering may impact the engineering industry’s focus on macroethics. 

The Arctic is experiencing intensified impacts from climate change, resulting in unprecedented rates of change, especially for Indigenous communities. Alaska Natives are experiencing transformations in housing, food security, economic stability, and cultural practices as a result of the biophysical changes such as thawing permafrost and coastal erosion. In response, communities are prioritizing adaptation. Although Indigenous communities have been adapting for hundreds of years, adaptation strategies, or actions that seek to moderate harm through the adjustment to actual or expected climate change effects, are not well documented. Housing adaptation strategies are especially understudied, which include any adaptation strategy that is in response to or in preparation for a biophysical change affecting housing. Housing adaptation strategies in response to climate change are primarily focused on physical dimensions (e.g., retrofitting homes, constructing sea wall). Nevertheless, adaptations to changes in biophysical systems are closely interlinked to sociocultural systems, which are often neglected in adaptation discourse. Analyzing existing strategies through the lens of community values captures the sociocultural aspects of adaptation and is critical for sustainable adaptation. This paper presents a research design that addresses these gaps in adaptation discourse by asking: How are community values represented in housing adaptation strategies in response to climate change? This research will employ interviews, focus groups, and observations in partnership with two Alaska Native communities in Oscarville, Alaska and Point Lay, Alaska using community based participatory research methods (CBPR). Understanding the role of community values in housing adaptation is essential for developing sustainable adaptation plans, engineering designs, and future research studies. Further, employing CBPR methodologies in the context of adaptation, grounds identified strategies and resulting plans in community experience. As a result, future findings will not only contribute to the intellectual understanding of adaptation processes and theory, but also facilitate actions in response to climate change. 

Microaggressions are widespread in engineering but have received limited attention from engineering education scholars. This research presents the current state of literature on microaggressions and emphasizes the need to adopt an intersectionality perspective to studying mciroaggressions. The research presents a review of the literature including the (1) study context, (2) study methods, (3) study objectives, (4) microaggressions outcomes and (5) microaggressions types using data from 45 journal articles. Data analysis included coding of the journal articles to identify major themes representing different forms of microaggressions. The current results show that the research studying microaggressions using an intersectional lens is limited. This research contributes to improved understanding regarding microaggressions by identifying the gaps within existing literature on microaggressions. Practically, this research increases the visibility of subtle negative behaviors that engineering minority groups experience and their importance for students’ success and persistence.