2026 ASEE Annual Conference & Exposition

Coloring Our Pathways: A Collaborative Inquiry of Graduate Students’ Journeys into Engineering Education

Presented at Student Division (STDT) Technical Session 6

Graduate students often enter engineering education (EED) from varied backgrounds and with diverse motivations, but little research has explored how personality and identity shape these pathways. While prior work has examined graduate student identity development in engineering and education broadly, few studies capture how cohorts themselves reflect on and make meaning of their entry into EED. Understanding these perspectives is essential for both supporting graduate student development and strengthening the field's inclusivity.

This paper presents a collaborative inquiry (CI) conducted by 17 EED graduate students. We engaged in a reflective process using the Color Code Personality Assessment, developed by Dr. Hartman, as a lens to explore how our individual traits influence our academic choices, career trajectories, research interests, and collaborative experiences. Unlike traditional research approaches, in which participants are solely subjects of analysis, CI positions all members as both participants and co-authors, ensuring that each voice contributes equally to meaning-making and dissemination.

Data collection followed a structured reflection protocol. First, each participant completed the personality assessment and wrote responses to guided prompts, including: 1) How do you see your personality traits shaping your pathway into engineering education and your goals within the field? 2) What aspects of your color results resonated with you, and what aspects surprised you? 3) In what ways do colleagues, mentors, or peers perceive your personality, and how does this align with your own self-perception? 4) How do you see personality dynamics within our cohort contributing to collaboration, community, and identity development in engineering education? Participants simultaneously reflected on how personality differences contribute to collaboration and community within the cohort. Reflections were then analyzed asynchronously by each participant and discussed as a whole cohort, culminating in a collective synthesis of emerging themes.

Our analysis highlights how personality traits both support and complicate pathways into EED. For some, characteristics such as adaptability or empathy helped explain persistent interests in teaching, mentoring, or equity-driven research. For others, reflections revealed tensions between self-identified traits and external perceptions, which shaped how they navigated collaboration and belonging within the department. The cohort also identified personality diversity as an asset, noting that differences enhance teamwork, broaden perspectives, and shape identity within the discipline. Rather than positioning personality as a causal factor, participants used these frameworks as a shared language to interpret motivations, navigate interpersonal dynamics, and make sense of identity development and belonging within their graduate cohort.

Authors

Michaela Harper http://orcid.org/0009-0007-5985-8676 Utah State University [biography]

Michaela Harper is a doctoral student at Utah State University, pursuing a Ph.D. in Engineering Education. She holds a Bachelor's degree in Environmental Studies, focusing on STEM and non-traditional education approaches, and a Master's degree in Engineering Education, where she explored faculty perspectives on Generative Artificial Intelligence (GAI). Michaela's current research delves deeply into the effects of disruptive technologies on engineering education, driven by her passion for uncovering the foundational nature of phenomena and applying an exploratory and explanatory approach to her studies. Her work aims to illuminate how technological advancements reshape educational landscapes through student and faculty engagement.
Kristine Marie Peterson Utah State University - Engineering Education [biography]

Kristine Peterson is a Graduate Student in the Engineering Education Department at Utah State University. She holds a B.S. in Biological Engineering from the same institution, where she developed a strong interest in inclusive teaching practices and STEM outreach. Her research focuses on accessibility and the inclusion of individuals with disabilities in engineering, informed by her personal experiences with chronic illness. She has eight years of research experience in biomaterials and pharmaceuticals, with publications in peer-reviewed journals and presentations at national conferences. Peterson has also served in multiple teaching assistant roles and is committed to engaging students through creative methods such as visual tools, humor, and analogies. She is an active member of the Society of Women Engineers and a recipient of several academic awards.
Mr. Daniel Kane http://orcid.org/0000-0002-0220-9962 Utah State University [biography]

Daniel Kane is a third-year Ph.D. student in the department of engineering education at Utah State University. His research interests include spatial ability, accessibility for students with disabilities, artificial intelligence in education, and enhancing electric vehicle charging system infrastructure. Daniel has contributed significantly to the development of the Tactile Mental Cutting Test (TMCT) which is a significant advancement in assessing spatial ability for blind and low-vision populations. His research has helped inform teaching methods and develop strategies for improving STEM education accessibility. Currently, he is studying how AI tools are utilized by students across USU’s colleges to optimize their educational value. Daniel has also served as president of the ASEE student chapter at USU where he initiated outreach activities at local K-12 schools and promoted student engagement in research.
Vanessa Tran Utah State University [biography]

Bachelor's Degree: Civil Engineering, the University of Architecture, Vietnam.
Master's Degree: Global Production Engineering and Management, Vietnamese - German University, Vietnam.
Ph.D. Student in Engineering Education, College of Engineering, Utah State University.
Autumn Cuellar Utah State University [biography]

Autumn Cuellar is a Ph.D. student in Engineering Education. Her undergraduate and master's careers were both in Computer Science. She believes that everyone can achieve their goals, regardless of physical ability. This is why Autumn strives to make engineering accessible for everyone.
Thi Kim Uyen Nguyen http://orcid.org/0009-0004-6945-6804 Utah State University [biography]

Uyen Nguyen is a Ph.D. student in Engineering Education at Utah State University. She earned a master’s degree in Mechanical Engineering Technology from Ho Chi Minh City University of Technology and Education. Her research interests include exploring innovative teaching methods and addressing challenges to improve the overall quality of education toward sustainable education.
Dr. Zain ul Abideen Utah State University [biography]

Zain ul Abideen holds a Ph.D. in Engineering Education from Utah State University, where he also served as a Graduate Researcher. He is a computer engineer and earned his bachelor’s degree in computer engineering and master’s degree in engineering, and brings over a decade of experience in teaching and research with undergraduate engineering students. He actively contributes to several technical committees and serves as a reviewer for leading journals and international conferences. His doctoral research focused on cognitive engagement, AI in education and engineering design, self-regulated learning, and mobile learning. His work seeks to deepen our understanding of how these elements influence learning and success in engineering education. With a strong commitment to educational advancement and a robust academic background, Zain is recognized as a dedicated and emerging scholar in the field of engineering education.
Linda Ahlstrom Utah State University [biography]

Linda Ahlstrom PhD student currently studying Engineering Education at Utah State University. Interested in the Univerity to Industry interface and the use of AI tools in engineering. MS Electrical Engineering Cal State Long Beach. Worked in industry: Biomedical, Software Development and Aerospace.
Sujata Basnet Utah State University [biography]

Sujata Basnet is a PhD student in Department of Engineering education at Utah State University. She received her master degree in Water Engineering from Asian Institute of Technology(AIT),Thailand. Her research interest lie in exploring spatial ability development and assessment, particularly through tools like the Tactile Mental Cutting Test (TMCT), and understanding its intersections with gender, socio-economic status, and underrepresented groups such as Native American children in STEM education.
James Blake Utah State University [biography]

James Blake received a B.S. in Mechanical Engineering from Utah State University. He is currently pursuing a M.S. in Mechanical Engineering and a Ph.D. in Engineering Education from Utah State University.
Leslie Anna Brown Utah State University [biography]

Leslie Brown is an Engineering Education Master's student at Utah State University. Her thesis focuses on training high school STEM teachers to implement engineering curriculum into their classrooms.
Ms. Le Tram Huong Dang Utah State University - Engineering Education [biography]

Ms. Le Tram Huong Dang is a Graduate Student in the Engineering Education Department at Utah State University (USU). Her research focuses on how institutional structures and policies shape the experiences of students with disabilities in STEM. As a lecturer in civil engineering in Vietnam, she has experience in teaching, educational technology, and civil engineering education. She has conducted studies on teaching methods and course design in civil engineering education. She holds B.S. and M.S. degrees in mapping, remote sensing, and geographic information systems (GIS).
Emily Fitzpatrick Utah State University [biography]

Emily Fitzpatrick is a graduate student at Utah State University, pursuing an M.S. in Mechanical Engineering and a Ph.D. in Engineering Education. She is a National Science Foundation Graduate Research Fellow and a USU Presidential Doctoral Research Fellow. She received a B.S. in Mechanical Engineering from the University of Nebraska–Lincoln.
Mr. Abdul Wasay Khan Laghari Utah State University [biography]

Abdul Wasay Khan Laghari is a graduate researcher in the Department of Engineering Education at Utah State University. Abdul's research endeavors are primarily dedicated to the critical analysis of engineering competencies, the formulation of engineering education policy, and the advancement of accreditation standards.
Dr. Talha Naqash Dickinson State University [biography]

Dr. Talha Naqash completed his doctoral studies in Engineering Education at Utah State University. With a diverse academic foundation, he also holds a Master’s degree in Telecommunication and Networking. He is currently serving as a faculty member at Dickinson State University in the School of Applied Sciences. Dr. Naqash’s research focuses on cognitive engagement analysis, assessment methods in engineering education, and the role of facial expressions and emotions in the learning process. His scholarly contributions include numerous publications and presentations at prestigious venues such as IEEE, ASEE conferences, and leading Wiley and Springer journals. He is an active member of several technical committees and serves as a reviewer for reputable journals and international conferences, including the ASEE and IEEE Transactions on Education. Dr. Naqash’s dedication to advancing educational research, combined with his broad academic and professional experience, underscores his commitment to fostering innovation and excellence in engineering education.
Gabriel Van Dyke Utah State University [biography]

Gabriel Van Dyke is a Graduate Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University (USU).
Foeday Zinnah http://orcid.org/0000-0001-6633-9590 Utah State University [biography]

Foeday Zinnah is a graduate researcher and a second-year Ph.D. student in the Department of Engineering Education at Utah State University. He holds a master’s degree in soil and water sciences from the Hebrew University of Jerusalem and a bachelor’s degree in civil engineering from the University of Liberia. His research interests focus on engineering workforce development, particularly the role of non-degree credentials and work-based learning in shaping STEM career pathways. He is also interested in e-learning management and the use of diverse learning methods to enhance learning outcomes for both traditional and non-traditional learners. Additionally, Foeday brings professional experience in youth and community development, nonprofit leadership, and online learning management in higher education.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

« View session

For those interested in:

Graduate