2024 ASEE Annual Conference & Exposition

Work in Progress: Experiences of Uncertainty in Sociotechnical Small-Group Undergraduate Discussions

Presented at Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

In this work-in-progress qualitative case study, we explore how first- and second year undergraduate students experience uncertainty when doing expansive thinking in sociotechnical engineering modeling work. For this purpose, we analyze stimulated recall interviews of four students to identify the different ways in which they experienced both relational and epistemological uncertainty during an in-class discussion activity.

Authors

Fatima Rahman Tufts Center for Engineering Education and Outreach [biography]

PhD student, STEM Education, Tufts University
Dr. Kristen B Wendell Tufts University [biography]

Dr. Kristen Wendell is Associate Professor in the department of Mechanical Engineering at Tufts University, where she also holds a secondary appointment in the department of Education. She leads a research group at the Center for Engineering Education and Outreach (CEEO) and is a member of the Tufts Institute for Research on Learning and Instruction (IRLI). Her research focuses on characterizing and supporting sophisticated disciplinary discourse practices during engineering learning experiences in undergraduate courses, K-8 classrooms, and teacher education contexts. Wendell previously taught at the University of Massachusetts Boston, and she holds a PhD in science education from Tufts and BS and MS degrees in mechanical and aerospace engineering from Princeton and MIT. More information can be found on the Wendell lab website: https://sites.google.com/view/wendell-lab/home
Dr. Chelsea Joy Andrews http://orcid.org/0000-0002-9017-595X Tufts University [biography]

Chelsea Andrews is a Research Assistant Professor at Tufts University, at the Center for Engineering Education and Outreach (CEEO).

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