Audrey Boklage is research assistant in the Cockrell School of Engineering at the University of Texas at Austin. She is particularly interested in improving the culture and environment of undergraduate education experience for all students, particularly those from underrepresented groups. Audrey has expertise in qualitative research methods including exploratory case studies and narrative inquiry.
Dr. Nadia Kellam is Associate Professor in the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University (ASU). Prior to joining the Polytechnic School, Dr. Kellam was an Associate Professor at the University of Georgia (UGA). Dr. Kellam is an engineering education researcher and a mechanical engineer. In her research, Dr. Kellam is broadly interested in developing critical understandings of the culture of engineering education and, especially, the experiences of underrepresented undergraduate engineering students and engineering educators. She is a qualitative researcher who uses narrative research methods to understand undergraduate student and faculty member’s experiences in engineering education. Dr. Kellam is interested in curricular design and has developed design spines for environmental and mechanical engineering programs when she was a faculty member at UGA, and recently helped design the EESD PhD program at ASU. She teaches design courses, engineering science courses, and graduate courses focused on qualitative research methods. She also serves as an Associate Editor of the Journal of Engineering Education.
Brooke Coley, PhD is an Assistant Professor in Engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Dr. Coley is Principal Investigator of the Shifting Perceptions, Attitudes and Cultures in Engineering (SPACE) Lab that aspires to elevate the experiences of marginalized populations, dismantle systematic injustices, and transform the way inclusion is cultivated in engineering through the implementation of novel technologies and methodologies in engineering education. Intrigued by the intersections of engineering education, mental health and social justice, Dr. Coley’s primary research interest focuses on virtual reality as a tool for developing empathetic and inclusive mindsets among engineering faculty. She is also interested in hidden populations in engineering education and innovation for more inclusive pedagogies.
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