Browsing by Author "Simmons, Denise Rutledge"
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- Advancing from Outsider to Insider: A Grounded Theory of Professional Identity NegotiationGroen, Cassandra J. (Virginia Tech, 2017-04-11)As evidenced by a large body of research within the engineering education community, those individuals who do not maintain a sense of belonging, identify with engineering groups, or perceive themselves as engineers are more likely to leave the profession. However, little is known about the ways in which engineering students construct or develop their personal and professional identities as influenced by the disciplinary values, behaviors, and practices learned during the undergraduate education experience. In order to deepen the understanding of professional identity formation within the engineering disciplines, a grounded theory study was conducted to explore the experiences of 31 sophomore, junior, and senior level undergraduate students enrolled in a civil engineering program. Upon conducting an iterative process of data collection and analysis, a theory of professional identity negotiation emerged from interviews depicting participants' experiences. This theory titled Negotiating Equilibrium: Advancing from Outsider to Insider or the AOI Model, captures the identities negotiated by students as they iteratively define, adjust, and readjust definitions of self and profession to maintain a balance between their personal self and the learned disciplinary identity of the civil engineering profession. As participants gained this balance, they began to see themselves as professionals and advance from an outsider (i.e., one not belonging to the civil engineering profession) to an insider (i.e., one belonging to the civil engineering profession). The AOI Model provides a framework for researchers to further explore professional identity formation, promotes the development of identity-influencing coursework and instructor teaching approaches, and inspires future research trajectories in engineering and civil engineering education.
- All in a Day's Work: Women Engineering Students' Professional Development in a Living-Learning CommunityNave, Amy Lynn Hermundstad (Virginia Tech, 2018-08-29)The engineering profession requires engineers who have not only deep technical knowledge but also broad professional competencies necessary to address complex challenges that impact individuals and communities. While engineering students often develop necessary technical competencies during their undergraduate education, professional competencies are often lacking in graduates. This lack of professional development can lead to graduates who are not prepared for the engineering profession and lead to fewer people, particularly individuals from groups historically underrepresented in engineering such as women, entering and continuing in these fields. Due to the rigidity of the engineering curriculum, out-of-class experiences, such as living-learning communities (LLCs), have become important sites for this professional development and can help women explore engineering and learn professional competencies. However, little is known about how these programs support students, particularly in regard to professional development. To further our understanding of these programs, a phenomenographic study was conducted to explore the experiences of 20 students who participated in an LLC for women in engineering. This study examined women's views of professional development in engineering and the experiences within the LLC that could support this development. Following an iterative analysis of interviews, two models were developed: the PD² Model captures women's views of the professional competencies relevant in engineering; and the LEEPD Model captures features of beneficial professional development experiences within the LLC. Combined, these models serve as useful resources for creating beneficial experiences to support women's professional development in engineering education contexts. The PD² Model can help educators intentionally identify outcomes of professional experiences, and the LEEPD Model can help in the design of a variety of experiences that are beneficial for students.
- Development of Aircraft Wake Vortex Dynamic Separations Using Computer Simulation and ModelingRoa Perez, Julio Alberto (Virginia Tech, 2018-06-29)This dissertation presents a research effort to evaluate wake vortex mitigation procedures and technologies in order to decrease aircraft separations, which could result in a runway capacity increase. Aircraft separation is a major obstacle to increasing the operational efficiency of the final approach segment and the runway. An aircraft in motion creates an invisible movement of air called wake turbulence, which has been shown to be dangerous to aircraft that encounter it. To avoid this danger, aircraft separations were developed in the 1970s, that allows time for wake to be dissipated and displaced from an aircraft's path. Though wake vortex separations have been revised, they remain overly conservative. This research identified 16 concepts and 3 sub-concepts for wake mitigation from the literature. The dissertation describes each concept along with its associated benefits and drawbacks. All concepts are grouped, based on common dependencies required for implementation, into four categories: airport fleet dependent, parallel runway dependent, single runway dependent, and aircraft or environmental condition dependent. Dynamic wake vortex mitigation was the concept chosen for further development because of its potential to provide capacity benefit in the near term and because it is initiated by air traffic control, not the pilot. Dynamic wake vortex mitigation discretizes current wake vortex aircraft groups by analyzing characteristics for each individual pair of leader and follower aircraft as well as the environment where the aircraft travel. This results in reduced aircraft separations from current static separation standards. Monte Carlo simulations that calculate the dynamic wake vortex separation required for a follower aircraft were performed by using the National Aeronautics and Space Administration (NASA) Aircraft Vortex Spacing System (AVOSS) Prediction Algorithm (APA) model, a semi-empirical wake vortex behavior model that predicts wake vortex decay as a function of atmospheric turbulence and stratification. Maximum circulation capacities were calculated based on the Federal Aviation Administration's (FAA) proposed wake recategorization phase II (RECAT II) 123 x 123 matrix of wake vortex separations. This research identified environmental turbulence and aircraft weight as the parameters with the greatest influence on wake vortex circulation strength. Wind has the greatest influence on wake vortex lateral behavior, and aircraft mass, environmental turbulence, and wind have the greatest influence on wake vortex vertical position. The research simulated RECAT II and RECAT III dynamic wake separations for Chicago O'Hare International (ORD), Denver International Airport (DEN) and LaGuardia Airport (LGA). The simulation accounted for real-world conditions of aircraft operations during arrival and departure: static and dynamic wake vortex separations, aircraft fleet mix, runway occupancy times, aircraft approach speeds, aircraft wake vortex circulation capacity, environmental conditions, and operational error buffers. Airport data considered for this analysis were based on Airport Surface Detection Equipment Model X (ASDE-X) data records at ORD during a 10-month period in the year 2016, a 3-month period at DEN, and a 4-month period at LGA. Results indicate that further reducing wake vortex separation distances from the FAA's proposed RECAT II static matrix, of 2 nm and less, shifts the operational bottleneck from the final approach segment to the runway. Consequently, given current values of aircraft runway occupancy time under some conditions, the airport runway becomes the limiting factor for inter-arrival separations. One of the major constraints of dynamic wake vortex separation at airports is its dependence on real-time or near-real-time data collection and broadcasting technologies. These technologies would need to measure and report temperature, environmental turbulence, wind speed, air humidity, air density, and aircraft weight, altitude, and speed.
- Disciplinary Influences on the Professional Identity of Civil Engineering Students: Starting the ConversationGroen, Cassandra J.; Simmons, Denise Rutledge; McNair, Elizabeth D. (2016-06)As the discipline of civil engineering has evolved from an apprentice-based trade to a socially-engaged profession, the role of the civil engineer has responded to shifts within the ever-changing culture of society. These shifts and historical events have directly influenced what is considered to be valued civil engineering knowledge, behaviors, and practices that we teach to students during their undergraduate careers. As part of a larger grounded theory study that is currently being conducted by the authors, the purpose of this paper is two-fold. First, we present the topic of professional identity formation as heavily influenced by unique historical events that shape the civil engineering discipline. . To establish the connection between identity formation and the history of civil engineering, we interpret historical events as constituents that create a disciplinary identity that is communicated to and subjectively applied by students during their undergraduate careers. Second, we hope to promote and invoke conversations surrounding the relevancy of civil engineering professional identity formation in engineering education among our colleagues within the technical disciplines. Through this paper, we add to ongoing research exploring the professional formation of engineering identities and promote discussions surround this topic at the disciplinary level. While most research conducted on identity formation has been generalized to include all or most engineering disciplines, we focus our discussion solely on professional identity formation within the civil engineering discipline. To reinforce the relationship between the history of the civil engineering profession and students’ professional identity formation, we review the literature on these two areas of inquiry. In particular, we will frame our paper using the following key discussion points: 1) providing a brief overview of key historical events of civil engineering in the United States; 2) discussing the influence of this history on instructor pedagogies and student learning within civil engineering education; and 3) conceptualizing this learning process as a means of professional identity formation. From this work, we will begin to understand how major historical shifts within our discipline maintain the potential to impact its future as we educate the next generation of civil engineering students. To conclude this paper, we will introduce current research that is being conducted by the authors to further understand the nuances of professional identity formation in undergraduate civil engineering students and how instructors may help or hinder that development.
- Ethics Education and Its Relationship to Undergraduate Construction Students' Professional Ethical SensitivitySands II, Kenneth Stafford (Virginia Tech, 2014-11-22)The construction industry is inundated with many ethical problems that have supported its negative stigma as an unethical and corrupt industry. This inundation instigates the requirements of ethics instruction by accrediting bodies of construction education with the art of teaching this secondary topic left up to construction educators. Literature offers suggestions; however, there is not much understood regarding pedagogical best practice to ensure students are ethically sensitive (aware) to ethical issues related to the construction industry. This research attempts to move toward an understanding of construction ethics education's influence on students' ethical sensitivity. Two research strands were employed. The first strand included the development of a broad collection of ethics pedagogical techniques used in construction education (independent variable), via the administration of a how ethics is taught in construction survey (HETC) to both faculty and students of purposefully selected construction programs. The second strand included the development and administration of a Test for Ethical Sensitivity in Construction (TESC) to evaluate construction students' ability to recognize ethical issues that are specific to the construction industry (dependent variable). Results of the first strand illustrate a wide range of pedagogical techniques available to teach ethics in construction programs to assist and inspire the improvement of construction ethics education. Results of the second strand illustrate various degrees of difficulty students had recognizing ethical issues of the TESC and how this related to ethical content coverage in construction programs' curricula. In addition, regarding participants of this study, there were significant differences found in student level of ethical sensitivity based on program of enrollment; however, there were no significant differences found based on student recollection of the placement of ethics in their curriculum, professional experience, age, or gender. It appears that ethics education has some influence on the professional ethical sensitivity of construction students; however, more research is necessary to confirm the degree of influence. Additional research is necessary to identify the most current and critical ethical issues of the construction industry to develop an auxiliary form of the TESC while controlling for other variables such as co-curricular and personal experiences.
- Occupational segregation in Namibia: Women's experience doing "men's work" in the construction and manufacturing industriesJonson, Sarah A. (Virginia Tech, 2016-12-21)Vocational education and training (VET) is one of the key interventions targeting youth unemployment in sub-Saharan Africa (SSA). Its success in promoting better livelihoods and a more robust economy depends on both the availability and affordability of quality curricula and programs and the pathways leading to the labor market thereafter. Previous research on occupational sex segregation (OSS) has suggested that men and women exhibit different education attainment and confront discrete work opportunities due to social expectations governing women's roles within the home and outside of it. Around the world women continue to be economically disadvantaged and limited in their agency to choose decent work, specifically in male-dominated domains, such as construction and certain manufacturing jobs. This study sought to understand to what extent this was true for women who were trained and working in construction and manufacturing in Namibia. My findings confirm that norms governing ideas of what is masculine and feminine contribute to the channeling of women into professions perceived broadly to be socially appropriate for them in that developing nation. Discriminatory hiring practices and workplace treatment shed further light on why Namibian women may be underrepresented in these domains. The experiences of this study's participants did not necessarily align with past research findings regarding the burden of child bearing and rearing, as family members afforded many of those I interviewed the flexibility to work by helping care for their children. A number of the interviewees also expressed a preference for working with men, challenging the oft-cited development narrative that women ally themselves with other women and tend to view themselves in opposition to men. By providing context-specific information on some of the factors contributing to occupational segregation in Namibia, this study adds to the existing development and feminist literature related to the interplay between the productive and reproductive spheres of women's lives as well as their options and choices concerning each.
- Prototyping as a User-Centered and Risk Reduction Approach to the Planning, Design, and Construction of More Sustainable InfrastructureGuerra Moscoso, Miguel Andres (Virginia Tech, 2019-07-03)Designing for sustainability is a complex process that requires to reduce the perceived risk of designing out of the traditional method, to prioritize the end-users' needs and preferences in the design, while considering the product-service dual-nature of infrastructure systems. To address such complexities, this research looks into prototyping from design thinking. Prototyping is a feedback mechanism that enriches the design process by emphasizing user experience and removing designers' fear of failure. This critical step is often absent during the design of physical infrastructure (e.g., transportation systems, water systems), in part, because of the size and complexity of these socio-technical systems. This research aims to understand how civil engineers can adopt prototyping design for large-scale and complex urban infrastructure systems and how prototyping influence design cognition among infrastructure stakeholder groups. To measure the effect of physical prototypes on users and designers, the researchers conducted nineteen interviews with community members, engineers, planners, and city officials in two prototyped projects: a road network in Macon, Georgia and a re-designed city block in Akron, Ohio. The researchers coded the interviews for evidence of how prototyping enhanced citizen engagement and how the design team was willing to adopt unconventional designs after prototyping. Improved understanding of prototyping as a design methodology for infrastructure can lead to more user-centered and innovative solutions. This research provides tools to manage design decisions in engineering and urban planning better, and new approaches for urban infrastructure problem-solving. Future research can compare how this process may inform design if immersive virtual experiences are used to prototype.
- Quarry Workers' Hazard Identification, Severity Interpretation, and Prevention StrategiesBae, Hwangbo (Virginia Tech, 2019-08-29)The surface-mining worker fatalities are unacceptably high as compared to other private industries in United States such as construction, manufacturing, agriculture, forestry, fishing and hunting. Although many studies about generating a safe work environment and developing safety training through intervention modules have tried to reduce the number of worker fatalities by utilizing an administrative approach to the development of safety controls, a rigorous study about understanding craftworkers' perceptions of a safe work environment is lacking. This study particularly investigated quarry workers' safety behaviors regarding work hazards by adapting findings from construction safety research because construction and mining industries have similarities in work hazards and environment. Despite their similarities, the work fatality rate in the mining industry is greater than in the construction industry (BLS, 2018). To gain a greater understanding of how quarry workers identify and interpret work hazards and employ strategies to prevent accidents, this study explored quarry workers' perceptions of work hazards (i.e., hazard identification, severity interpretation) and their preventive strategies to develop a safer working environment at the workplace. To accomplish this, a single descriptive case study was conducted with multiple sources of data such as interviews with photo elicitation, field notes, site photographs, and precursory meeting with safety managers. These sources of data were used to investigate quarry workers' identification and interpretation skills and utilization of preventive strategies. This study will contribute to improve safety of workers by incorporating workers' perceptions of work hazards and by exploring their experience to the development of safety training.