James Huff is an assistant professor of engineering at Harding University. He is the lead investigator of the Beyond Professional Identity (BPI) lab, which conducts research that is aligned with unpacking psychological experiences of identity in professional domains. Additionally, James directs multiple student projects that use human-centered design in the context of community engagement. James received his Ph.D. in engineering education and his M.S. in electrical and computer engineering, both from Purdue University. He received his bachelor's in computer engineering at Harding University.
Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on engineering and education, including courses on engineering design, systems in society, and learning theories. Stephen's research interests include equity, culture, and the sociocultural dimensions of engineering education.
Nicola W. Sochacka is the Associate Director of the Engineering Education Transformations
Institute (EETI) in the College of Engineering at the University of Georgia. Dr. Sochacka’s
research interests span interpretive research methods, STEAM (STEM + Art) education, empathy,
diversity, and reflection. She holds a Ph.D. in Engineering Epistemologies and a Bachelor of
Environmental Engineering from the University of Queensland.
Dr. Joachim Walther is an Associate Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of engineering. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.
Benjamin Okai is an Adjunct instructor and a Postdoctoral Research Associate at Harding University. My background is in Counselor education and Supervision and a licensed professional counselor and a supervisor in the stake of Arkansas. My clinical experience dates back to 2008. I have a strong passion for scholarship and research simply because through these academic professional endeavors relationships are built, knowledge base is broadened, the quality of life is improved, and the world becomes a better place for humankind.
I am a graduate student at Pennsylvania State University in the mechanical engineering department. Previously, I was a member of the Beyond Professional Identity research group based in Harding University located in Searcy, Arkansas. I plan to further my studies in engineering education particularly regarding what it takes to equip students for work in development and sustainability.
Dr. Jeremiah Sullins is an Associate Professor of Psychology in the Department of Behavioral Sciences at Harding University. As a cognitive psychologist his primary interests are in the learning sciences. His research focus is on learning/educational technologies, with branches extending into emotions, pedagogical strategies, tutorial dialogue/interaction, mechanisms of feedback, and question asking.
Shari E. Miller is an Associate Professor and the Associate Dean of the School of Social Work at the University of Georgia. Her research focuses broadly on social work education and the social work profession with specific areas ranging from educational innovation, thinking in and for social work, development of theory, inter- and trans-disciplinary and inter-professional education and practice, and professional socialization. She has experience teaching across the social work education continuum, with an emphasis on theory, practice, and the relationship between theory, research, and practice. She is engaged in an ongoing collaborative research program with colleagues from engineering to develop inter-disciplinary approaches to education for reflective inter-professional practice in a global society. She also collaborates with colleagues from multiple disciplines on community engaged projects focused on sustainability.
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