Darryl Dickerson

This document contains the PowerPoint presentation, the handout, and the script for an interactive theater-based training we created for inclusive graduate advising. The scripts and scenarios were drawn from a graduate student inclusion education research study conducted by FIU student researchers. We created scenarios of inequity on their basis and helped scaffold participants to be able to respond to the inequities. The Bystander Intervention process (adapted from the FIU ADVANCE team) was: Notice, Interpret, Take responsibility, Think strategically, and Act. The decision for how to act in response to the marginalization included actions which are more immediate or more delayed, and more direct or more indirect. This framework and interactive training helps graduate advisors consider the importance of responding to marginalization and inequity and a range of helpful options when doing so.

Background: Teamwork has become a central element of engineering education. However, the race‐ and gender‐based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession.Purpose: While there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs.Method: We used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis.Results: Results show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments.Conclusion: Both peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near‐real‐time mechanism to interrupt marginalization within engineering teams.

Soft hydrated materials, including biological tissues and hydrogels, exhibit complex time-dependent mechanical behaviors due to their poroelastic and viscoelastic properties. These properties often manifest on overlapping time scales, making it challenging to isolate the individual contributions of poroelasticity and viscoelasticity to the overall mechanical response. This study presents a novel semi-analytical model for characterizing these properties through sequential microscale load relaxation indentation testing. By extending existing theories, we developed a poroviscoelastic framework that enables the deconvolution of poroelastic and viscoelastic effects. Using this model to fit sequential microscale indentation data, we characterized porcine heart and liver tissues, as well as collagen and GelMA hydrogels, revealing distinct differences in their poroelastic and viscoelastic parameters. Our findings demonstrate that this approach not only provides rapid and detailed insights into the mechanical properties at the microscale but also offers significant advantages over traditional methods in terms of speed, computational efficiency, and practicality. This methodology has broad implications for advancing the understanding of tissue mechanics and the design of biomimetic materials for tissue engineering applications. Statement of Significance This study introduces a novel approach to understanding the mechanical behavior of soft hydrated materials, like tissues and hydrogels. This study introduces a semi-analytical model to describe the time dependent behavior and a practical approach to distinguish between poroelasticity and viscoelasticity at the microscale. By providing this model along with a rapid and efficient characterization method, our approach enhances understanding of time-dependent mechanical behaviors critical for soft tissue mechanics and biomaterials design.

In the pursuit of improving human health through biomechanical engineering, it is imperative that our efforts are not only innovative but also inclusive.

Teaming is increasingly important to teach well in undergraduate engineering education. Teams composed of both majority and minoritized students have an increased risk of majority members harassing minoritized members. Instructors of large classes have a difficult time identifying in which teams such harassment is taking place, and knowing what to do to interrupt it. This paper, part of a bigger project grounded in microaggression theory and selective incivility theory, specifically considers what instructors currently do, and indeed whether it is their job to address teammate harassment. We undertook a rough thematic analysis of interviews with instructors of a large first-year engineering course at a large American research-extensive majority-white university in the Midwest. We found instructors adopted an individual-centric model of teaming, intervened mainly in severe instances, and their interventions tended to be subtle. We offer an early version of an alternative model to structure forthcoming training sessions with instructors, graduate teaching assistants, and peer teachers.