For decades, engineering scholarship has presented data to address the underrepresentation of Black womxn in the engineering doctoral community. American Society of Engineering Education (ASEE)’s Engineering by the Numbers Report (2021) statistically showed that only 57 Black womxn out of 10,037 scholars received engineering doctorates in 2021. Engineering scholars have theorized about constructs ranging from whiteness to explain the system, to doctoral socialization to explain the culture, to retention explain the experiences. Yet, even with the plethora of scholarship, the problem of underrepresentation has remained consistent with limited action towards change from the faculty, the program, or the institution. Therefore, I aim to address this problem by cultivating emotional resonance toward action within the engineering community regarding engineering doctoral program underrepresentation for Black womxn. Using Arts-Based Research (ABR) and Black Feminist Thought (BFT), this dissertation illustrates the engineering PhD spirit-murdering experiences of Black womxn. Six Homegirls intellectually contributed to this study by sharing their time and experiences through artistic expressions and homegirl conversations. Through the lens of BFT’s matrix of domination, the composite blog shows that spirit-murdering for these Homegirls: 1) is a targeted act that is dehumanizing 2) occurs because of the aloof nature and capitalist ideals of the engineering academy, and 3) causes further conflict in negotiating identities as Black, woman, professional, researcher, and student. Leaning on BFT’s grounding as an Afrocentric methodological approach, the composite poem illustrates that these Homegirls: 1) have a common, understood epistemology because of their shared experiences of being Black and woman in their current, multi-layered social locations, 2) identify strongly with their positionality and values while describing their outsider-within status, and 3) experience spirit-murdering in an emotional, intellectual, and spiritual way that then results in physical manifestations. Rooted in BFT’s ethic of caring, the hip-hop mixtape’s progression describes homegirl’s spirit-renewal tactics as: 1) owning their professional identity, 2) dispelling projected biases, stereotypes, and aggressions, 3) calling out inequities in their interpersonal relationships and program culture, 4) learning to set boundaries to protect themselves, and 5) standing on their ways of knowing and being.

Significant efforts are underway by engineering organizations to diversify their workforce. However, research findings on workplace diversity are mixed, with insufficient clarity into what makes heterogeneous work environments successful. Acknowledging the role of individual behavior in building diverse workplaces that are cohesive and productive, researchers have called for more theory-based investigation into individuals’ workplace behaviors and their determinants. This three-part study bridges the gap within an engineering context by leveraging Berry's acculturation framework (Berry, 1972, 2005) from cross-cultural psychology to examine the factors influencing engineers’ acculturation behaviors in workplaces. Acculturation refers to the process by which individuals adjust to people different from themselves in their daily interactions (Berry, 1972, 2005). Based on Berry’s framework, the study postulates four acculturation attitudes and behaviors for engineers—Integration, Assimilation, Separation, and Marginalization. Acculturation attitudes are based on acculturation preferences, such as the importance an individual places on retaining individual values and the importance an individual places on receiving acceptance from coworkers. These acculturation attitudes and perceived acceptance together influence behaviors. The first study designed and validated an instrument to measure engineers’ acculturation preferences, acculturation behaviors, and perceived acceptance from coworkers. The results provided complete to partial support for the expected correlations among factors. The second study conducted cluster and Chi-square analyses focusing on the two acculturation preferences. The results revealed four clusters corresponding to Berry’s acculturation attitudes and revealed findings, such as women’s preference for Integration attitude over men’s. The third study used a path model to gain insight into gender differences in engineers’ acculturation behaviors and revealed acceptance as a crucial factor. The results quantitatively substantiated prior findings, namely, that women engineers prefer Assimilation and Separation behaviors more and Integration behavior less mediated by factors related to acceptance. The developed instrument and study findings offer researchers another lens to study organizations’ diversification efforts, along with other personal and contextual factors. The study findings could also help engineering organizations recruit employees with acculturation attitudes favorable to the organization’s diversity goals and design trainings that highlight the importance of coworker acceptance. Such interventions would facilitate the creation of more diverse work environments.

Despite an increasing number of women completing doctoral programs each year, there remains a deficit in the representation of women in the fields of science, technology, engineering, and mathematics (STEM). Moreover, Women of Color (WoC) in STEM doctoral programs face unique stressors and barriers that their male colleagues may not, such as microaggressions, racism, and sexism due to their marginalized identities. Although there is a growing body of research focusing on how WoC in STEM successfully navigate academic challenges and symptoms of distress present in rigorous doctoral training, there is limited research examining intrapersonal (i.e., academic resilience) and interpersonal (i.e., perceived social support) factors that may mitigate the negative associations of these experiences. To address these gaps in the literature, the present study gathered data from 174 WoC during December 2021 and January 2022. Results supported the hypothesis that academic challenges would be positively associated with symptoms of distress. Furthermore, based on research showing positive associations between both academic resilience and social support and psychological well-being, the study also examined whether academic resilience and perceived social support from friends and romantic partners. While academic resilience was not found to moderate the association between academic challenges and symptoms of distress, perceived social support was found to have moderating effects, such that low and high levels of perceived social support increased the strength of the positive association between academic challenges and symptoms of distress. Results of the present study have implications for doctoral programs and mental health practitioners working at university college centers and support for need for the enhancement of the structure and process of the doctoral program experience for WoC in STEM.

Engineering leadership is an emerging research area in engineering education that aligns well with recent attention to the production of leaders and diverse engineers. While engineering leadership studies have highlighted elements such as the skills, traits, and behaviors required in pursuing and executing leadership, there is a narrow focus on the current work that also considers marginalized engineers' leadership experiences. Currently, studies that explore engineering leadership as investigations have occurred without consideration of the ways identity also factors into leadership experiences. This work considers the experiences and perspectives of early-career Black engineers engaged in leadership. The research questions that guided this study were: What are the experiences of early-career Black engineers that influence their leadership development? Through the stories of early career Black engineers, what conceptualizations of leadership are illuminated because of explicit and intentional consideration of racial identity in engineering leadership performance and development? How do early-career Black engineers navigate leadership in their professional journeys? The following frameworks guided this work: Komives' Leadership Identity Development Model, Esteban-Guitart's Funds of Identity, McGee's Stereotype Management Theory, and Campbell's Theory of the Monomyth. This qualitative study uses narrative inquiry and semi-structured interviews and captures the stories from six early-career Black engineers. The findings from these stories illuminated the following elements of engineering leadership: a sense of duty and agency to lead, the power of mentorship, and the complex role of managing identity in leadership. This work illustrates strategies encouraging engineering institutions, organizations, and enterprises to consider how leadership is conceptualized and actualized for Black engineers. This study intentionally centers on the authentic voices of Black engineers and considers how personal identity impacts the pursuit and execution of leadership and leadership development. Such considerations have the potential to influence engineering leadership development programs and initiatives that incorporate the unique perspectives of Black engineers.

Although knowledge about effective teaching and learning exists, and theories of change strategies are considered, the lack of the understanding of the behavior of engineering faculty during curricular change remains a major contributor against robust efforts for change. In this work, faculty adaptability is conceptualized as self-regulation during curricular change. Faculty participants were recruited from two divergent curricular change contexts: one that is prescribed with interdependence while the other is emergent with uncertainty. In this study, attitude toward context’s strength is conceptualized along the four dimensions of clarity, consistency, constraints, and consequences of the context, while faculty’s self-efficacy and willingness for adaptability are conceptualized along the three dimensions of planning, reflecting, and adjusting. This study uses a mixed method, quantitative-qualitative, sequential explanatory research design. The quantitative phase addresses the question of “How does faculty group in the first context differ from faculty group in the second context in terms of self-efficacy and willingness for planning, adjusting, and reflecting?” The qualitative phase addresses the question of “How do faculty respond to curricular change, as exhibited in their activities of planning, adjusting, and reflecting during change?” Findings point to differences in patterns of correlations between attitude toward context with both self-efficacy and willingness across the two contexts, even though analysis showed no significant differences between attitude toward context, self-efficacy, and willingness across the two contexts. Moreover, faculty participants’ willingness for adjusting, in both contexts, was not correlated with neither attitude toward context’s clarity nor constraints. Furthermore, in the prescribed context, Group A faculty (self-identified as Lecturers, Senior Lecturers, or Adjunct Faculty) showed higher willingness for planning, adjusting, and reflecting activities, compared to Group B faculty (self-identified as Assistant, Associate or Full Professors). Also, in the prescribed context, Group A faculty showed no overall significant correlation with attitude toward context. This study has implications on the way change is conceived of, designed, and implemented, when special attention is given to faculty as key change agents. Without the comprehensive understanding of the adaptability of faculty as key change agents in the educational system, the effective enacting of curricular change initiatives will remain unfulfilled.

A defining feature of many United States (U.S.) doctoral engineering programs is their large proportion of international students. Despite the large student body and the significant impacts that they bring to the U.S. education and economy, a scarcity of research on engineering doctoral students has taken into consideration the existence of international students and the consequential diversity in citizenship among all students. This study was designed to bridge the research gap to improve the understanding of sense of belonging from the perspective of international engineering doctoral students.

A multi-phase mixed methods research approach was taken for this study. The qualitative strand focused on international engineering doctoral students’ sense of belonging and its constructs. Semi-structured interview data were collected from eight international students enrolled at engineering doctoral programs at four different institutions. Thematic analysis and further literature review produced a conceptual structure of sense of belonging among international engineering doctoral students: authentic-self, problem behavior, academic self-efficacy, academic belonging, sociocultural belonging, and perceived institutional support.

The quantitative strand of this study broadened the study’s population to all engineering doctoral students, including domestic students, and conducted comparative analyses between international and domestic student groups. An instrument to measure the Engineering Doctoral Students’ Quality of Interaction (EDQI instrument) was developed while considering the multicultural nature of interactions and the discipline-specific characteristics of engineering doctoral programs. Survey data were collected from 653 engineering doctoral students (383 domestic and 270 international) at 36 R1 institutions across the U.S. Exploratory Factor Analysis results confirmed the construct validity and reliability of the data collected from the instrument and indicated the factor structures for the students’ perceived quality interactions among domestic and international student groups. A set of separate regression analyses results indicated the significance of having meaningful interactions to students’ sense of belonging and identified the groups of people who make significant impacts on students’ sense of belonging for each subgroup. The emergent findings provide an understanding of the similarities and differences in the contributors of sense of belonging between international and domestic students, which can be used to develop tailored support structures for specific student groups.

Over the past century, the world has become increasingly more complex. Modern systems (i.e blockchain, internet of things (IoT), and global supply chains) are inherently difficult to comprehend due to their high degree of connectivity. Understanding the nature of complex systems becomes an acutely more critical skill set for managing socio-technical infrastructure systems. As existing education programs and technical analysis approaches fail to teach and describe modern complexities, resulting consequences have direct impacts on real-world systems. Complex systems are characterized by exhibiting nonlinearity, interdependencies, feedback loops, and stochasticity. Since these four traits are counterintuitive, those responsible for managing complex systems may struggle in identifying these underlying relationships and decision-makers may fail to account for their implications or consequences when deliberating systematic policies or interventions.

This dissertation details the findings of a three-part study on applying complex systems modeling techniques to exemplar socio-technical infrastructure systems. In the research articles discussed hereafter, various modeling techniques are contrasted in their capacity for simulating and analyzing complex, adaptive systems. This research demonstrates the empirical value of a complex system approach as twofold: (i) the technique explains systems interactions which are often neglected or ignored and (ii) its application has the capacity for teaching systems thinking principles. These outcomes serve decision-makers by providing them with further empirical analysis and granting them a more complete understanding on which to base their decisions.

The first article examines modeling techniques, and their unique aptitudes are compared against the characteristics of complex systems to establish which methods are most qualified for complex systems analysis. Outlined in the second article is a proof of concept piece on using an interactive simulation of the Los Angeles water distribution system to teach complex systems thinking skills for the improved management of socio-technical infrastructure systems. Lastly, the third article demonstrates the empirical value of this complex systems approach for analyzing infrastructure systems through the construction of a systems dynamics model of the Arizona educational-workforce system, across years 1990 to 2040. The model explores a series of dynamic hypotheses and allows stakeholders to compare policy interventions for improving educational and economic outcome measures.

Hypertensive disorders of pregnancy (HDP) affect up to 5%-15% of pregnancies around the globe, and form a leading cause of maternal and neonatal morbidity and mortality. HDP are progressive disorders for which the only cure is to deliver the baby. An increasing trend in the prevalence of HDP has been observed in the recent years. This trend is anticipated to continue due to the rise in the prevalence of diseases that strongly influence hypertension such as obesity and metabolic syndrome. In order to lessen the adverse outcomes due to HDP, we need to study (1) the natural progression of HDP, (2) the risks of adverse outcomes associated with these disorders, and (3) the optimal timing of delivery for women with HDP.

In the first study, the natural progression of HDP in the third trimester of pregnancy is modeled with a discrete-time Markov chain (DTMC). The transition probabilities of the DTMC are estimated using clinical data with an order restricted inference model that maximizes the likelihood function subject to a set of order restrictions between the transition probabilities. The results provide useful insights on the progression of HDP, and the estimated transition probabilities are used to parametrize the decision models in the third study.

In the second study, the risks of maternal and neonatal adverse outcomes for women with HDP are quantified with a composite measure of childbirth morbidity, and the estimated risks are compared with respect to type of HDP at delivery, gestational age at delivery, and type of delivery in a retrospective cohort study. Furthermore, the safety of child delivery with respect to the same variables is assessed with a provider survey and technique for order performance by similarity to ideal solution (TOPSIS). The methods and results of this study are used to parametrize the decision models in the third study.

In the third study, the decision problem of timing of delivery for women with HDP is formulated as a discrete-time Markov decision process (MDP) model that minimizes the risks of maternal and neonatal adverse outcomes. We additionally formulate a robust MDP model that gives the worst-case optimal policy when transition probabilities are allowed to vary within their confidence intervals. The results of the decision models are assessed within a probabilistic sensitivity analysis (PSA) that considers the uncertainty in the estimated risk values. In our PSA, the performance of candidate delivery policies is evaluated using a large number of problem instances that are constructed according to the orders between model parameters to incorporate physicians' intuition.

The American Heart Association (AHA) estimates that there are approximately 200,000 in-hospital cardiac arrests (IHCA) annually with low rates of survival to discharge at about 22%. Training programs for cardiac arrest teams, also termed code teams, have been recommended by the Institute of Medicine (IOM) and in the AHA's consensus statement to help improve these dismal survival rates. Historically, training programs in the medical field are procedural in nature and done at the individual level, despite the fact that healthcare providers frequently work in teams. The rigidity of procedural training can cause habituation and lead to poor team performance if the situation does not match the original training circumstances. Despite the need for team training, factors such as logistics, time, personnel coordination, and financial constraints often hinder resuscitation team training. This research was a three-step process of: 1) development of a metric specific for the evaluation of code team performance, 2) development of a communication model that targeted communication and leadership during a code blue resuscitation, and 3) training and evaluation of the code team leader using the communication model. This research forms a basis to accomplish a broad vision of improving outcomes of IHCA events by applying conceptual and methodological strategies learned from collaborative and inter-disciplinary science of teams.

This increasing role of highly automated and intelligent systems as team members has started a paradigm shift from human-human teaming to Human-Autonomy Teaming (HAT). However, moving from human-human teaming to HAT is challenging. Teamwork requires skills that are often missing in robots and synthetic agents. It is possible that adding a synthetic agent as a team member may lead teams to demonstrate different coordination patterns resulting in differences in team cognition and ultimately team effectiveness. The theory of Interactive Team Cognition (ITC) emphasizes the importance of team interaction behaviors over the collection of individual knowledge. In this dissertation, Nonlinear Dynamical Methods (NDMs) were applied to capture characteristics of overall team coordination and communication behaviors. The findings supported the hypothesis that coordination stability is related to team performance in a nonlinear manner with optimal performance associated with moderate stability coupled with flexibility. Thus, we need to build mechanisms in HATs to demonstrate moderately stable and flexible coordination behavior to achieve team-level goals under routine and novel task conditions.