Beyond Professional Identity Research Lab
Submissions from 2021
Unpacking Professional Shame: Patterns of White Male Engineering Students Living in and out of Threats to their Identities, James L. Huff Ph.D., Benjamin Okai, Kanembe Shanachilubwa, Nicola W. Sochacka, and Joachim Walther
Resilient Engineering Identity Development Critical to Prolonged Engagement of Black Women in Engineering, Monique S. Ross Ph.D., James L. Huff Ph.D., and Allison Godwin Ph.D.
Submissions from 2020
Reauthoring Engineering Identities as Belonging to a Community Engaged Profession, James L. Huff Ph.D., Degnan Lawrence, and Amanda Coleman
Coupling Methodological Commitments to Make Sense of Socio-psychological Experience, James L. Huff Ph.D., Joachim Walther Ph.D., Nicola W. Sochacka Ph.D., Mackenzie B. Sharbine, and Hindolo Kamanda
Expectations in Engineering Programs: Between Social Construction and Internalized Experience, Hindolo Michael Kamanda, Davis George Anderson Wilson, Joachim Walther Ph.D., Nicola W. Sochacka Ph.D., Stephen Secules, and James L. Huff Ph.D.
From outsider to advocate: The experience of shame as a minority student in engineering education, Mackenzie B. Sharbine, James L. Huff Ph.D., Nicola W. Sochacka, and Joachim Walther
Submissions from 2019
Exploring Tensions of Using Interpretative Phenomenological Analysis in a Domain with Conflicting Cultural Practices, Adam Kirn Ph.D., James L. Huff Ph.D., Allison Godwin Ph.D., Monique S. Ross Ph.D., and Cheryl Cass Ph.D.
Negotiating Identity as a Response to Shame: A Study of Shame within an Experience as a Woman in Engineering, Mackenzie Beckmon Sharbine, James L. Huff Ph.D., Nicola W. Sochacka Ph.D., Joachim Walther Ph.D., and Benjamin Okai
Submissions from 2018
Exploration of Relationships between Conformity to Masculine Social Norms and Demographic Characteristics, Usen Akpanudo Ed.D, James L. Huff Ph.D., and Allison Godwin Ph.D.
Shame Amid Academic Success: An Interpretative Phenomenological Analysis Case Study of a Student’s Experience with Emotions in Engineering, James L. Huff Ph.D., Kanembe Shanachilubwa, and Stephen Secules
Identity in Engineering Adulthood: An Interpretative Phenomenological Analysis of Early-Career Engineers in the United States as They Transition to the Workplace, James L. Huff Ph.D., Jonathan A. Smith D. Phil., Brent K. Jesiek Ph.D., Carla B. Zoltowski, and William C. Oakes Ph.D.
Impact of the EPICS Model for Community-engaged Learning and Design Education, William C. Oakes Ph.D., James L. Huff Ph.D., Carla B. Zoltowski, and Devendra Canchi
Submissions from 2017
The Hidden Person within the Frustrated Student: An Interpretative Phenomenological Analysis of a Student's Experience in a Programming Course, James L. Huff Ph.D. and H. Ronald Clements
Mindful Methodology: A Transparent Dialogue on Adapting Interpretative Phenomenological Analysis for Engineering Education Research, Adam Kirn Ph.D., Allison Godwin Ph.D., Cheryl Cass Ph.D., Monique S. Ross Ph.D., and James L. Huff Ph.D.
Submissions from 2016
Investigating How Design Concepts Evolve in Engineering Students, John Mark Dawidow, James L. Huff Ph.D., and Keelin Siomha Leahy
Preparing Engineers for the Workplace Through Service Learning: Perceptions of EPICS Alumni, James L. Huff Ph.D., Carla B. Zoltowski, and William C. Oakes Ph.D.
Integrating Service, Learning, and Professional Practice: Toward the Vision for Civil Engineering in 2025, Ali Mostafavi Dr., James L. Huff Ph.D., Dulcy M. Abraham Dr., William C. Oakes Ph.D., and Carla B. Zoltowski
Submissions from 2015
Humanizing Signals and Systems: A Reflective Account, James L. Huff Ph.D.
