US tab

Stephanie Maria Matos

Undergraduate Major :Psychology and Sociology

Future Plans: Ph.D. in Industrial Organizational Psychology

Stephanie Maria Matos

Stephanie Matos was born and raised in Brooklyn, New York. She is pursuing dual bachelor degrees in Psychology and Sociology, with a minor in Women's Studies. Her passion in minority studies and organizational research has led her to aim her career at the advancement of diversity within our social institutions. Stephanie is currently researching the effects of gender diversity in team performance through a meta-analytical approach under Dr. Dana Joseph for Honors in the Major Undergraduate Thesis. Stephanie has also worked on research funded through the NASA organization examining ways to prepare spaceflight teams for long duration isolated travel with the UCF Institute for Simulation and Training Laboratory. Additionally, she has conducted research at the University of Colorado - Boulder investigating language discourse in websites of engineering programs, and has submitted a paper for publications based on her findings. Stephanie plans to obtain a Ph.D. in Sociology focusing on science in society, institutional frameworks and organizational behavior, specifically within the engineering field. After the completion of her Ph.D., Stephanie would like to become a college professor where she can mentor students and continue to learn and grow within the scientific community.

Discourses of Development and the Language of University-Based Engineering-for-Development Program Websites

Conducted at University of Colorado - Boulder as part of the Summer Multicultural Access to Research Training (SMART) Program

Mentors: Shawhin Roudbari, Visiting Assistant Professor, Environmental Design, University of Colorado Boulder

Abstract: In this presentation, we present the results of a study of institutional culture in university- based, engineering-for-development programs that send students into developing communities. We study these programs' public sites of discourse formation toward understanding the culture of engagement they mediate—in the case of this paper, we focus on their websites. Through a qualitative content analysis of program websites, we test a methodological framework for developing insight into institutional cultures of community engagement. In our content analysis, we question if programs have different attitudes about the role of student and community expertise, methods of engagement, or pedagogical versus community outcomes? We distinguish between programs that send students to work in domestic versus foreign locations, and between those that engage urban versus remote communities. We discuss the extent to which evidence may be gleaned from websites as sites of public discourse. And we explore the significance of such sites as a public face of engineering-for-development programs that serve a function in student recruitment, outreach, and as an indicator of programs' ethical priorities. In our investigation, we search for language and imagery that communicate specific ideas about community development work. We attend to such distinctions as working in, for, or with communities—as experts, as students, or as partners in collaboration. We attribute significance to how programs articulate priority between student learning objectives and community outcomes. We argue that program websites lend a partial view into cultures of university-based engineering-for-development programs and that triangulation of interview and program analysis data is required for more fully characterizing institutional culture.