Kathryn Neeley's research while affiliated with University of Virginia and other places

... EML outcomes align with the push for education to develop students' "T-shaped" skills: deep technical knowledge as well as a range of broad professional and cross-disciplinary skills, including intercultural competencies, entrepreneurship, and mindsets that support ethical and sustainable practices [42]. Several of these competencies are also supported by ABET learning outcomes, such as the ability to "analyze the social context in both historical and contemporary settings," "communicate effectively," "engage effectively in diverse teams," "reflect and act ethically," and "design in context" [21]. ...

... As Figure 5 below shows, 72% of the papers retrieved through the "science, technology, and society" search are linked with the ASEE Diversity Committee or the topic of diversity. Papers that take substantive approaches to diversity include "Putting Diversity in Perspective: A Critical Cultural Historical Context for Representation in Engineering" [8], "Revealing the Invisible: Conversations about -Isms and Power Relations in Engineering Courses [9], and "Dimensions of Diversity in Engineering: What We Can Learn from STS" [10]. (2) going beyond the obvious connections between STS and engineering to investigate in detail what is required for meaningful integration of STS perspectives, concerns, and topics into engineering education and practice. ...

... STS provides conceptual frameworks that enable students to see engineering problems and solutions in sociotechnical terms. As Neeley, Wylie, and Seabrook demonstrated in their 2019 paper [4], engineering educators have considered the application of STS approaches in engineering since at least the mid-1990s. Furthermore, attention to STS among engineering educators has shifted toward embedding sociotechnical thinking and developing increasingly sophisticated methods of assessment. ...

... In addition to integrating SRI, ESI, and related concepts into engineering courses and curricula, the initiatives reported in the papers focus on technology entrepreneurship as a domain in which STS can be a valuable resource. Papers exemplifying these concerns and emphasizing the intersection between STS and innovation include "Evaluating Innovations from a Critical Thinking Approach" [15], "Ethics and Responsible Innovation in Biotechnology Communites: A Pedagogy of Engaged Scholarship" [16], "Invitro Fertilization (IVF) as a Sociotechnical System: Using Actor-network Theory (ANT) for Teaching Undergraduate Engineers about the Ethics of Assisted Reproductive Technology (ART)" [17], "Precaution and Evidence: Legal Systems as Context Factors of Engineering Innovation and Entrepreneurship" [18], and "The T-Shaped Engineer as an Ideal in Technology Entrepreneurship: Its Origins, History, and Significance for Engineering Education" [19]. ...

... Developing Qualitative Assessment Tools to Track the Contribution of the Humanities and Social Sciences to an Engineering Curriculum" [14]. ...