Stephen J. Krause is a professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, misconceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes. He is currently conducting research on misconceptions and development of strategies and tools to promote conceptual change in materials courses.
Dr. Dale Baker is a fellow of the American Association for the Advancement of Science and the American Educational Research Association. Her research has focused on equity issues in science and engineering, teaching and learning in science and engineering and teacher professional development in science and engineering. A new area of research she is exploring is the issues surrounding increasing the number of individuals with disabilities in science and engineering and the role of adaptive technologies in increasing participation in science and engineering.
Dr. Adam R. Carberry is an Assistant Professor at Arizona State University in the College of Technology & Innovation’s Department of Engineering. He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. Dr. Carberry was previously an employee of the Tufts’ Center for Engineering Education & Outreach and manager of the Student Teacher Outreach Mentorship Program (STOMP).
Dr. Milo Koretsky is a Professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.
Bill Brooks is a Ph.D. candidate in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. As an undergraduate he studied hardware engineering, software engineering, and chemical engineering. Bill has been involved in the development of several educational software tools including the Virtual BioReactor, the Web-based Interactive Science and Engineering (WISE) Learning Tool, and the AIChE Concept Warehouse. His dissertation is focused on technology-mediated, active learning techniques and the mechanisms through which they impact student performance.
Debra Gilbuena is a Ph.D. candidate in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. She currently has research focused on student learning in virtual laboratories. Gilbuena has an M.B.A., an M.S., and four years of industrial experience including a position in sensor development, an area in which she holds a patent. Her dissertation is focused on the characterization and analysis of feedback in engineering education. She also has interests in the diffusion of effective educational interventions and practices.
Casey J. Ankeny, Ph.D. is a postdoctoral fellow in engineering education at Arizona State University and an adjunct professor at Scottsdale Community College. Currently, she is working under Steven Krause, Ph.D. to investigated cyber-based student engagement strategies with frequent, formative feedback in introductory courses. Casey received her bachelor’s degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where she studied shear- and side-dependent microRNAs in human aortic valvular endothelial cells and taught six different biology and engineering courses. She aspires to employ student engagement strategies in the context of biomedical engineering education in the future.