Corey Schimpf is a Learning Analytics Scientist with interest in design research, learning analytics, research methods and under-representation in engineering, A major strand of his work focuses on developing and analyzing learning analytics that model students’ cognitive states or strategies through fine-grained computer-logged data from open-ended technology-centered science and engineering projects. His dissertation research explored the use of Minecraft to teach early engineering college students about the design process.
Molly H. Goldstein is an engineering design educator and researcher at University of Illinois, Urbana-Champaign. She previously worked as an environmental engineer specializing in air quality influencing her focus in engineering design with environmental concerns. Her research interests include how students approach decision making in an engineering design context. She obtained her BS in General Engineering (Systems & Design) and MS in Systems and Entrepreneurial Engineering from the University of Illinois and PhD in Engineering Education from Purdue University.
Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University and holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. She researches cross-disciplinarity ways of thinking, acting and being; design learning; and engineering education transformation.
Jie Chao is a learning scientist with extensive research experience in technology-enhanced learning environments and STEM education. She completed her doctoral and postdoctoral training in Instructional Technology and STEM Education at the University of Virginia. Her past research experiences ranged from fine-grained qualitative mental process analysis to large-scale quantitative and longitudinal investigations. She is currently focusing on learning analytics research in open-ended domains such as engineering design and authentic scientific inquiry. With insights in learning sciences and a strong, computationally oriented mindset, she hopes to utilize learning analytics to investigate important questions with unprecedented granularity and generate actionable knowledge for the design of technology and curriculum.
Ṣenay Purzer is an Associate Professor in the School of Engineering Education. She is the recipient of a 2012 NSF CAREER award, which examines how engineering students approach innovation. She serves on the editorial boards of Science Education and the Journal of Pre-College Engineering Education (JPEER). She received a B.S.E with distinction in Engineering in 2009 and a B.S. degree in Physics Education in 1999. Her M.A. and Ph.D. degrees are in Science Education from Arizona State University earned in 2002 and 2008, respectively.
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