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Researchers and educators have developed a variety of computer-based technologies intended to facilitate self-regulated learning (SRL), which refers to iterative learning processes wherein individuals set plans and goals, complete tasks, monitor their progress and outcomes, and adapt future efforts. This paper draws upon the SRL literature and related work to articulate two fundamental principles for designing SRL-promoting technologies: the Platform Principle and the Support Principle. The Platform Principle states that SRL-promoting technologies must incorporate clear platforms (i.e., tools and features) for engaging in planning, enacting, monitoring, and adapting. The Support Principle states that SRL-promoting technologies must include clear scaffolds for strategies, metacognition, motivation, and independence. These principles can be applied heuristically to formatively assess how and whether given learning technologies enable and scaffold self-regulation. More broadly, these assessments can empower educational technology creators and users to strategically design, communicate, and study technologies aligned with self-regulation. An exemplar application of the framework is presented using the PERvasive Learning System (PERLS) mobile SRL technology. 

Despite decades of effort to broaden participation in science, technology, engineering, and mathematics (STEM), many fields remain demographically skewed. Marginalized and minoritized people are still underrepresented in and underserved by the sciences. In this paper, the author considers the question, “How do we improve representation in STEM?” by reflecting on his own journey and themes such as imposter syndrome, decentering, meritocracy, and activism. Importantly, “underrepresentation” is not a mysterious happenstance but rather a predictable outcome of systemic inequity and systematic exclusion. By attending to the mechanisms of oppression, we can enact interventions that address root causes instead of symptoms. There are multiple ways that our research, teaching, and practice might change “the system” by making inclusion and equity the focus of our work, applying these principles to frame research questions and interpret findings, and adopting methods and practices that are inclusive and equitable. 

Experts in human factors and ergonomics (HF/E) and related fields have the ability and responsibility to broadly serve  the needs and goals of diverse people, which encompasses issues of inclusion, equity, and justice. Importantly, HF/E designers, researchers, and practitioners can address these aims both as the intended outcomes of their work and how the work itself is conducted. Both pathways support progress toward more inclusive and equitable organizations and societies. This paper focuses upon one aspect of inclusive methodology—strategies for inclusive sampling. Sampling is an important focus because of its fundamental role in defining the internal and external validity of findings. Moreover, sampling is how diverse participants and perspectives are incorporated (or not), and thus represents an early way that exclusion, inequity, or inaccessibility may manifest. Three heuristic questions and six sets of strategies are briefly articulated: (1) purposive sampling, (2) oversampling, (3) community sampling, (4) removing barriers of distance, cost, communication, and awareness, (5) building trust, and (6) inclusive demographic categories. A variety of sources are cited to facilitate readers’ further consideration of these issues in their own HF/E endeavors. 

Instruction and coursework that link engineering and psychology may enable future engineers to better understand the people they are engineering for (e.g., users and clients) and themselves as engineers (e.g., teammates). In addition, human-centered engineering education may empower engineering students to better solve problems at the intersection of technology and people. In this study, we surveyed students’ conceptions and attitudes toward human systems engineering. We aggregate responses across three survey iterations to discuss students’ knowledge and beliefs, and to consider instructional opportunities for introductory courses. 

The success of engineering and design is facilitated by a working understanding of human thoughts, feelings, and behaviors. In this study, we explored how undergraduate engineering students included such human-centered and psychological concepts in their project documentation. Although, we observed a range of concepts related to design processes, teams, cognition, and motivation, these concepts appeared infrequently and superficially. We discuss how this analysis and approach may help to identify topics that could be leveraged for future human-centered engineering instruction.