The development and use of non-traditional safety messages is distinctly different than other dynamic messages because rather than just providing information, the intent is to modify driver behavior. The purpose of this research project is to measure the neurocognitive response to non-traditional safety messages.
Experiments test the extent to which behavioral science theories translate to upstream, multi-stakeholder decisions, in particular whether choice defaults influence such decisions, and through which of three channels: the cognitive energy required to make a decision; perceptions that the default is the recommended or social norm option; and by framing the outcome as a loss or gain. Experiments also explore whether disclosing interventions diminishes their effect.
Engineers are an essential part of solving the effects of climate change and must not only be aware of the issues but empowered to make change to reduce and shift the impact of humans on the planet. This research investigates engineering students’ experiences during undergraduate programs that predict their beliefs about climate change and empowerment to address its related implications for sustainability in their careers. This study is the first of its kind to explore how experiences in college impact students’ climate change beliefs and interest to address related implications for sustainability. To advance understanding, undergraduate engineering seniors’ attitudes, empowerment, career goals, and experiences are measured using a nationally representative survey just prior to students entering the workforce.
Solving sustainability challenges like poverty, climate change, and water availability will require a new way of thinking. This research provides a novel method to measure the type of thinking required to solve these problems and to help us get there more quickly.
The aim of this research project is to understand the effects of contextual complexity on design processes and problem solving of undergraduate engineering students and impacts of the undergraduate experience on engineering student ability to treat contextual complexity in engineering design and ill-structured problems. Our specific research questions are: (Q1) How do students cognitively manage contextual complexity in engineering design and problem-solving tasks? And (Q2) are cognitive loads and activity in brain regions significantly different based on years of educational training?
Tripp Shealy • Department of Civil and Environmental Engineering • Virginia Tech