J
Joachim Walther Data-verified
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
High Impact
Researcher
faculty
23 h-index
104 pubs
2,691 cited
Research Areas
Links
Biography and Research Information
OverviewAI-generated summary
Joachim Walther's research explores the social and psychological dimensions of engineering education, with a particular focus on issues of identity, shame, and inclusion. His work investigates how societal narratives and theoretical frameworks, such as intersectionality and liberatory pedagogy, shape the experiences of undergraduate engineering students, particularly white males facing threats to their professional identities. Walther has published on the social construction of professional shame and its role as a mechanism for marginalization within engineering education.
Beyond professional identity, Walther's research also touches upon pedagogical shifts in engineering education, including the transition to online experimentation in electrical and computer engineering courses. He has also examined the role of sustainable design practitioners in education and the importance of empathy instruction through propagation paradigms. His scholarship metrics include an h-index of 23 and over 2,600 citations, with 100 total publications, indicating a significant body of work in his field. He collaborates with other faculty members at Harding University Main Campus, including Mackenzie Sharbine and Grant Countess, and leads a research group.
Metrics
- h-index: 23
- Publications: 104
- Citations: 2,691
Selected Publications
-
Professional Shame amid Faculty-Student Interactions (2024)
-
Investigating Professional Shame as Experienced by Engineering Students Who are Minoritized in their Programs (2024)
Collaboration Network
Top Collaborators
Nicola W. Sochacka
University of North Carolina at Greensboro (US)
13 shared publications
- Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities
- The social construction of professional shame for undergraduate engineering students
- A Narrative Analysis of Stories Told about Engineering in the Public Discourse: Implications for Equity and Inclusion in Engineering
- New Directions from Theory: Implications for Diversity Support from the Theories of Intersectionality and Liberatory Pedagogy
- Empathy Instruction through the Propagation Paradigm: A Synthesis of Developer and Adopter Accounts.
Showing 5 of 13 shared publications
James Huff
7 shared publications
- Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities
- The social construction of professional shame for undergraduate engineering students
- Professional Shame as a Socio-Psychological Mechanism for Marginalization in Engineering Education
- Professional Engineering Socialization at the Intersection of Collective Constructions of Expectations and Individual Shame Experiences
- MARGINALIZATION IN ENGINEERING PROGRAMS THROUGH THE PERSPECTIVES OF MINORITIZED STUDENTSâ ENCOUNTERS WITH EXPECTATIONS AND PROFESSIONAL SHAME
Showing 5 of 7 shared publications
Mackenzie Sharbine
Purdue University West Lafayette
3 shared publications
In database
- Professional Shame as a Socio-Psychological Mechanism for Marginalization in Engineering Education
- Investigating Professional Shame as Experienced by Engineering Students Who are Minoritized in their Programs
- Professional Shame amid Faculty-Student Interactions
David Delaine
3 shared publications
- Empathy Instruction through the Propagation Paradigm: A Synthesis of Developer and Adopter Accounts.
- Identifying and disrupting problematic implicit beliefs about engineering held by students in service-learning
- Evidence-based Opportunities for the Development of Empathy in Engineering through Community-based Learning
John Morelock
University of North Carolina at Greensboro (US)
3 shared publications
- Who Benefits? Understanding the Impacts of Faculty Development Efforts on Engineering Faculty and Student Capacity through the COVID-19 Transition to Online Learning
- Board 311: Impacts of the ProQual Institute: Building Communities of Technical Stem Faculty for Long-Term Engagement in Educational Research
- Board 301: Impacts of the ProQual Institute: Summative Evaluation of Participant Skills, Perceptions, Confidence, and Research Products from a Qualitative Research Institute
Stephen Secules
Florida International University (US)
2 shared publications
- The social construction of professional shame for undergraduate engineering students
- New Directions from Theory: Implications for Diversity Support from the Theories of Intersectionality and Liberatory Pedagogy
Dominik May
University of Wuppertal (DE)
2 shared publications
- Switching from Hands-on Labs to Exclusively Online Experimentation in Electrical and Computer Engineering Courses
- Board 311: Impacts of the ProQual Institute: Building Communities of Technical Stem Faculty for Long-Term Engagement in Educational Research
Linjue Wang
The Ohio State University (US)
2 shared publications
- Identifying and disrupting problematic implicit beliefs about engineering held by students in service-learning
- Evidence-based Opportunities for the Development of Empathy in Engineering through Community-based Learning
Hindolo Kamanda
University of Georgia (US)
2 shared publications
- Professional Engineering Socialization at the Intersection of Collective Constructions of Expectations and Individual Shame Experiences
- MARGINALIZATION IN ENGINEERING PROGRAMS THROUGH THE PERSPECTIVES OF MINORITIZED STUDENTSâ ENCOUNTERS WITH EXPECTATIONS AND PROFESSIONAL SHAME
Davis Wilson
University of Georgia (US)
2 shared publications
- Professional Engineering Socialization at the Intersection of Collective Constructions of Expectations and Individual Shame Experiences
- MARGINALIZATION IN ENGINEERING PROGRAMS THROUGH THE PERSPECTIVES OF MINORITIZED STUDENTSâ ENCOUNTERS WITH EXPECTATIONS AND PROFESSIONAL SHAME
Aileen Reid
University of North Carolina at Greensboro (US)
2 shared publications
- Board 311: Impacts of the ProQual Institute: Building Communities of Technical Stem Faculty for Long-Term Engagement in Educational Research
- Board 301: Impacts of the ProQual Institute: Summative Evaluation of Participant Skills, Perceptions, Confidence, and Research Products from a Qualitative Research Institute
Ayesha S. Boyce
University of North Carolina at Greensboro (US)
2 shared publications
- Board 311: Impacts of the ProQual Institute: Building Communities of Technical Stem Faculty for Long-Term Engagement in Educational Research
- Board 301: Impacts of the ProQual Institute: Summative Evaluation of Participant Skills, Perceptions, Confidence, and Research Products from a Qualitative Research Institute
Chaturved Janaki
University of North Carolina at Greensboro (US)
2 shared publications
- Board 311: Impacts of the ProQual Institute: Building Communities of Technical Stem Faculty for Long-Term Engagement in Educational Research
- Board 301: Impacts of the ProQual Institute: Summative Evaluation of Participant Skills, Perceptions, Confidence, and Research Products from a Qualitative Research Institute
Llewellyn Mann
Swinburne University of Technology (AU)
1 shared publication
- Sustainable design practitioners: why they must be at the centre of discussions on sustainable design education?
David Radcliffe
1 shared publication
- Sustainable design practitioners: why they must be at the centre of discussions on sustainable design education?
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