2026 ASEE Annual Conference & Exposition

WIP: Integrating Querencia into Engineering and Computer Science Courses

Presented at Liberal Education/Engineering & Society Division (LEES) Technical Session 2

In this work-in-progress research paper, we examine two LEES Program Themes—Colonialisms and Decolonization in Engineering and Sociotechnical Integration in Engineering Education—in the context of faculty-proposed teaching innovations in engineering and computer science. Specifically, we consider the ways faculty-proposed innovations incorporated decolonial and sociotechnical approaches after we began a focus on querencia. Querencia is a form of place-based or land-based education that emphasizes home-as-safety and belonging to, reciprocity with, and responsibility to place. We called for teaching innovation proposals from faculty and provided opportunities for them to learn about querencia. Seven faculty implemented teaching innovations. Using regression modeling of pre/post course surveys measuring engineering identity, design self-efficacy, cultural compatibility beliefs, persistence intentions, demographics, and instructionally-sensitive measures (relevance, learner agency), we found benefits from this approach.

Authors

Dr. Vanessa Svihla http://orcid.org/0000-0003-4342-6178 University of New Mexico [biography]

Dr. Vanessa Svihla is a learning scientist and professor at the University of New Mexico in the Organization, Information and Learning Sciences program and in the Chemical and Biological Engineering Department.
Madalyn Wilson-Fetrow http://orcid.org/https://0000-0002-0509-2720 University of New Mexico
Tito Busani University of New Mexico [biography]

tito Busani is an assistant professor in Electrical and Computer Engineering at the University of New Mexico. He actively works on renewable energy and fabrication technologies toward quantum computing and heterogenous integration. His teaching research is directed toward group work and peer-to-peer teaching enabling K-16 and K-12 interaction.
Dr. Stephen Secules http://orcid.org/0000-0002-3149-2306 Florida International University [biography]

Dr. Stephen Secules is Director of First-Year Engineering and Integrative Engineering at University of New Mexico. He is also an Associate Professor in the Mechanical Engineering department. His education research focuses on equity and culture in undergraduate engineering education and methodologies to bring about insight and innovation in education. He co-founded the Equity, Culture, and Social Justice Division and serves as an Associate Editor of Journal of Engineering Education.
Prof. Eva Chi http://orcid.org/0000-0001-7448-9943 University of New Mexico [biography]

Eva Chi is a Professor in the Department of Chemical and Biological Engineering Department at the University of New Mexico. The research in her lab is focused on understanding the dynamics and structures of macromolecular assemblies including proteins, po
Dr. Donna M Riley http://orcid.org/0000-0002-0319-9583 University of New Mexico [biography]

Donna Riley is Jim and Ellen King Dean of Engineering and Computing, and Professor of Civil, Environmental, and Construction Engineering at the University of New Mexico.
Dr. Ruben D. Lopez-Parra http://orcid.org/0009-0007-8901-5688 Universidad del Norte [biography]

Ruben D. Lopez-Parra is an Assistant Professor in the Instituto de Estudios en Educación (Institute of Education Studies) at Universidad del Norte in Colombia. His Ph.D. is in Engineering Education from Purdue University, and he has worked as a K-16 STEM instructor and curriculum designer using various evidence-based active and passive learning strategies. In 2015, Ruben earned an M.S. in Chemical Engineering at Universidad de los Andes in Colombia, where he also received the title of Chemical Engineer in 2012. His research interests are grounded in the learning sciences and include how K-16 students develop engineering thinking and professional skills when addressing complex socio-technical problems. He aims to apply his research to the design of better educational experiences.

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

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