2025 ASEE Annual Conference & Exposition

Foundational Methods for Inclusive Engineering Research: Reflexive Design Choices to Foster Participation and Broaden Impact

Presented at ERM: Broadening Methodological Impacts

This methods paper examines the development of a longitudinal narrative research design that explores the professional formation and retention of early-career women of color in engineering. While engineering education research has predominantly focused on student experiences prior to graduation, this study addresses a critical limitation by designing a framework to investigate how these women navigate transitions into the engineering workforce. Rooted in asset-based frameworks, this design explores the concept of navigational capital, which encompasses the strategies, resources, and support systems women of color employ to overcome systemic barriers and achieve career persistence.

The purpose of this paper is to outline the methodological choices and conceptual frameworks that guided the research design, including the use of Yosso’s Community Cultural Wealth Theory and the Workforce Sustainability Model. We also describe our reflexive approach, examining how our research intentions and practices influenced the design of the interview protocols, data collection methods, and participant engagement strategies. Through an iterative process, the research design emphasizes co-creation of knowledge and participant agency in constructing their career narratives.

The conclusions drawn from this methodological work highlight the importance of centering participant voices, aligning research design with equity-focused aims, and adopting a reflexive stance to uncover nuanced insights into career transitions. This paper offers a foundational resource for researchers aiming to design inclusive studies that address underrepresentation in STEM. By sharing this research design, we contribute to advancing methodological thought and inclusivity in engineering education research and practice. While this paper outlines the methodological framework, future research will empirically explore the most effective ways to prepare and support early-career engineers by leveraging navigational capital.

Authors

Dr. Elizabeth Volpe PhD, EIT, LEED-GA http://orcid.org/0000-0001-5755-8142 University of Florida [biography]

Elizabeth is a Civil Engineering postdoc at the University of Florida. Her research interests involve responsible and ethical AI in civil engineering, responsible engineering design, leadership, the experiences of early career engineers, social sustainability, and workforce sustainability. She is also interested in student and faculty development. Elizabeth received a B.S. from Clemson University and her and M.S. and Ph.D. from the University of Florida all in civil engineering.
Dr. Denise Rutledge Simmons P.E. http://orcid.org/0000-0002-3401-2048 University of Florida [biography]

Denise R. Simmons, Ph.D., PE, F.ASEE, PMP, LEED-AP, is a pioneering leader in civil engineering education and workforce development, currently serving as a tenured, full professor in the Department of Civil and Coastal Engineering at the University of Florida. With over three decades of experience in both academia and industry, Dr. Simmons has continually integrated theoretical research and practical application, demonstrating a commitment to evolving engineering competence in its most holistic sense.

Dr. Simmons’s recent research efforts have expanded to include a nuanced exploration of communication within engineering education, specifically focusing on developing agentic communicators. Her studies delve into the complex dynamics of communication within research labs, examining how graduate students experience communication mis-cues and identifying strategies to help both students and their advisors navigate and overcome these challenges. She also investigates how faculty approach their communication with graduate students, the concerns they encounter, and the guidance they provide to cultivate stronger, more effective communicators.

Recognizing that effective communication is foundational to leadership and mentorship, Dr. Simmons emphasizes the role of oral communication in building agency. Her work uncovers how mastering oral communication can empower individuals to assert their ideas confidently and navigate professional interactions more effectively. This focus on agency around communication aligns seamlessly with her broader mission to equip engineers not just with technical skills but with the leadership, mentorship, and communication competencies essential for driving innovation and fostering inclusive growth in the field.

Her groundbreaking contributions to engineering education, supported by nearly $8 million in federal funding and over 100 refereed publications, continue to redefine the standards of excellence in the profession. Dr. Simmons’s dedication to empowering underrepresented groups and guiding minority-serving institutions earned her the esteemed honor of Fellow Member in the American Society for Engineering Education in 2023, solidifying her legacy as a transformative figure in both the academic and professional engineering communities.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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