Free ticketed event
While publishing the results of an engineering education research project in archival journals is not considered the most impactful practice, publishing is a reality of academic life. This session is designed to help engineering education researchers achieve broader impacts and boost the visibility of their research by leveraging features of academic publication such as titles, abstract, and keywords, as well as impact factors and citation tracking. Other topics include the benefits and drawbacks of publishing in open access journals, and how to use social media to promote journal publications and disseminate research to diverse audiences. The session will be organized to be highly interactive, using games, small group discussions and brief individual exercises to help participants learn and apply the information.
Dr. Lisa Benson
Lisa Benson is Professor of Engineering and Science Education at Clemson University, and the Editor of the Journal of Engineering Education. Her research focuses on the interactions between student motivation and their learning experiences. Her projects focus on student perceptions, beliefs and attitudes towards becoming engineers and scientists, development of problem solving skills, self-regulated learning, and epistemic beliefs. Other projects in the Benson group involve student-centered instruction, engineering in secondary science and mathematics classrooms, and assessing global competencies of engineering students. She holds a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University.
Dr. Maura Borrego
Maura Borrego is Professor of Mechanical Engineering and STEM Education at the University of Texas at Austin. She previously served as a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. Dr. Borrego is a Deputy Editor for Journal of Engineering Education. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.
Dr. Cynthia J. Finelli
Cindy Finelli is Associate Professor of Electrical Engineering and Computer Science at University of Michigan, where she also holds a joint appointment in Education and directs the Engineering Education Research Program. Her current research explores student resistance to active learning, faculty adoption of evidence-based teaching practices, and the impact of the classroom space on teaching and learning. Dr. Finelli is a fellow of ASEE, deputy editor for Journal of Engineering Education, associate editor for IEEE Transactions on Education, and past chair of the Educational Research and Methods Division of ASEE. Her education includes B.S.E., M.S.E., and Ph.D. degrees in Electrical Engineering from University of Michigan.