H. Ronald Clements is a postbaccalaureate research assistant in the STRIDE lab at Purdue University and an incumbent graduate student for Purdue's Engineering Education department for the 2020-2021 year. He works with Dr. Allison Godwin on her NSF CAREER grant titled “Actualizing Latent Diversity: Building Innovation through Engineering Students’ Identity Development,” assisting with narrative analysis and interviews and helping to understand the identity trajectories of latently diverse students.
He received his Bachelor of Science in Psychology at Harding University with honors, where he participated in the Beyond Professional Identity (BPI) research group, studying frustration in first- and second-year undergraduate engineering students. He also served as the BPI lab manager during 2017-2018. He is also a Society of Personality and Social Psychology Undergraduate Research Fellow, through which he studied in the Stereotypes, Identity, and Belonging Lab (SIBL) at the University of Washington during the summer of 2018.
Brianna Benedict is a Ph.D. Candidate in the School of Engineering Education at Purdue University. She earned her Bachelor’s and Master’s of Science in Industrial and Systems Engineering from North Carolina Agricultural and Technical State University. Her research focuses on understanding how hybrid spaces influence engineering students’ identity development, belonging, and agency in interdisciplinary engineering education. She co-leads the CDEI virtual workshop team focused on building a community of educators passionate about expanding their knowledge concerning diversity, equity, and inclusion in engineering education. Her most recent accomplishment was being recognized as one of seven AAC&U 2019 K. Patricia Cross Scholars based on her commitment to teaching and learning and civic engagement.
Allison Godwin, Ph.D. is an Associate Professor of Engineering Education and Chemical Engineering (by courtesy) at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity development. She has won several awards for her research including the 2016 American Society of Engineering Education Educational Research and Methods Division Best Paper Award and the 2018 Benjamin J. Dasher Best Paper Award for the IEEE Frontiers in Education Conference. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and the Purdue University 2018 recipient of School of Engineering Education Award for Excellence in Undergraduate Teaching and the 2018 College of Engineering Exceptional Early Career Teaching Award.
Jacqueline A. Rohde is a third-year graduate student at Purdue University as the recipient of an NSF Graduate
Research Fellowship. Her research interests in engineering education include the development student identity and
attitudes, with a specific focus on the pre-professional identities of engineering undergraduates who join non-industry occupations upon graduation.
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