Andrew Jackson is an Assistant Professor of Workforce Education at the University of Georgia. His teaching and research interests are to support design-based learning and teaching in technology and engineering contexts. His past work has bridged cutting-edge soft robotics research to develop and evaluate novel design experiences in K-12 education, followed students' self-regulation and trajectories while designing, and produced new instruments for assessing design decision-making. Andrew received a PhD in Technology through Purdue's Polytechnic Institute, with an emphasis on Engineering and Technology Teacher Education, and completed postdoctoral research at Yale University. He is the recipient of a 2015 Ross Fellowship from Purdue University and has been recognized as a 21st Century Fellow by the International Technology and Engineering Educators Association.
Nathan Mentzer is an assistant professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineering design thinking on the secondary level. Nathan was a former middle and high school technology educator in Montana prior to pursuing a doctoral degree. He was a National Center for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one year appointment with the Center as a postdoctoral researcher.
Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education 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.
Scott R. Bartholomew, PhD. is an assistant professor of Engineering/Technology Teacher Education at Purdue University. Previously he taught Technology and Engineering classes at the middle school and university level. Dr. Bartholomew’s current work revolves around Adaptive Comparative Judgment (ACJ) assessment techniques, student design portfolios, and Technology & Engineering teacher preparation.
Dr. Greg J. Strimel is an assistant professor of engineering technology teacher education in the Purdue Polytechnic Institute at Purdue University in West Lafayette, Indiana. His prior teaching experience includes serving as a high school engineering/technology teacher and a teaching assistant professor within the College of Engineering & Mineral Resources at West Virginia University.
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