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Investigating how service-learning alumni construct their engineering selves.

, , , and . FIE, page 1236-1237. IEEE Computer Society, (2013)

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Applying Phenomenography to Develop a Comprehensive Understanding of Ethics in Engineering Practice., , , , , , and . FIE, page 1-5. IEEE, (2018)Investigating Moral Disengagement Among First-Year Engineering Students., , , and . FIE, page 1-7. IEEE, (2018)A communicative approach to exploring the development of ethical team processes over time., , , and . FIE, page 1-4. IEEE Computer Society, (2016)Qualitative research on psychological experience: A starting point for using interpretative phenomenological analysis., , , , and . FIE, page 1-4. IEEE Computer Society, (2015)Dissemination of community engagement in engineering and computing., , and . FIE, page 1-7. IEEE Computer Society, (2014)Using scaffolded, integrated, and reflexive analysis (SIRA) of cases in a cyber-enabled learning infrastructure to develop moral reasoning in engineering students., , , , , and . FIE, page 1561-1563. IEEE Computer Society, (2013)Defining and assessing engineering ethics., , and . FIE, page 926-927. IEEE Computer Society, (2013)Development of a design task to assess students' understanding of human-centered design., , , and . FIE, page 1-6. IEEE Computer Society, (2012)Engineering Gender Identities of Women in a Service-Learning Context., , , and . FIE, page 1-5. IEEE, (2018)Evolving engineering education for social innovation and humanitarian impact - Lessons learned across a range of models., , , and . GHTC, page 169-176. IEEE, (2015)