Alice L. Pawley is an associate professor in the School of Engineering Education with affiliations with the Women's Studies Program and Division of Environmental and Ecological Engineering at Purdue University. She has a B.Eng. in chemical engineering (with distinction) from McGill University, and an M.S. and a Ph.D. in industrial and systems engineering with a Ph.D. minor in women's studies from the University of Wisconsin-Madison. She runs the Feminist Research in Engineering Education (FREE, formerly RIFE) group, whose diverse projects and group members are described at the website http://feministengineering.org/. She can be contacted by email at firstname.lastname@example.org.
Adam R. Carberry, Ph.D., is an Assistant Professor at Arizona State University in the Fulton Schools 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 has been a member of PEER since the first workshop held in 2011.
Maria-Isabel Camasciali is Assistant Professor of Mechanical Engineering at the Tagliatela School of Engineering, University of New Haven, CT. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech in 2008. She received her Bachelors of Engineering from MIT in 2000. Current engineering education research focuses on understanding the nontraditional student experiences, motivations, and identity development. Other research interests involve validation of
CFD models for aerospace applications as well as optimizing efficiency of thermal-fluid systems.
Shanna Daly is an Assistant Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton (2003) and a Ph.D. in Engineering Education from Purdue University (2008). Her research focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches design and entrepreneurship courses at the undergraduate and graduate levels, focusing on front-end design processes.
Jenna L. Gorlewicz received her B.S. in mechanical engineering from Southern Illinois University Edwardsville (Edwardsville, IL) in 2008, before pursuing her Ph.D. in mechanical engineering at Vanderbilt University, where she worked in the Medical and Electromechanical Design (MED) Laboratory. At Vanderbilt, she was a National Science Foundation Fellow and a Vanderbilt Educational Research fellow. Jenna then returned to her alma mater, SIUE, as a faculty member in the Mechanical and Industrial Engineering Department in Fall 2013. Her research interests are in the design and assessment of haptic devices, human-machine interfaces, and robotic systems, with applications in both education and medicine.
Dr. Geoffrey L. Herman is a visiting assistant professor with the Illinois Foundry for Innovation in Engineering Education. He earned his Ph.D. in Electrical and Computer Engineering from the University of Illinois at Urbana-Champaign as a Mavis Future Faculty Fellow and conducted postdoctoral research with Ruth Streveler in the School of Engineering Education at Purdue University. His research interests include creating systems for sustainable improvement in engineering education, promoting intrinsic motivation in the classroom, conceptual change and development in engineering students, and change in faculty beliefs about teaching and learning. He is a recipient of the 2011 ASEE Educational Research and Methods Division Apprentice Faculty Grant. He helps steer the College of Engineering Dean’s Strategic Instructional Initiatives Program and helps direct the Academy for Excellence in Engineering Education at the University of Illinois.
Dr. Morgan Hynes is an Assistant Professor of Engineering Education at Purdue University. He received his B.S. in Mechanical Engineering and Ph.D. in Engineering Education (both at Tufts University). In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. From close observations of classroom teaching and learning, he studies how students come to understand what engineering is and how learners conceptualize and engage in engineering and design. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engineering; broadening the contexts of engineering activities to broaden participation and engagement; and teaching engineering. He has worked with a number of Boston Public Schools in integrating engineering activities into their curriculum.
Nadia Kellam, Associate Professor in the College of Engineering at the University of Georgia, is co-director of the interdisciplinary engineering education research CLUSTER. In her research, she is interested in understanding how engineering students develop their professional identity, the role of emotion in student learning, and synergistic learning. She designed the environmental engineering synthesis and design studios and is now developing the design spine for the new mechanical engineering program. She is engaged in mentoring early career faculty and a recent research project uncovers the narratives of exemplar engineering faculty that have successfully transitioned to student-centered teaching strategies.
Matthew Verleger is Assistant Professor in Freshman Engineering at Embry-Riddle Aeronautical University. He has a BS in Computer Engineering, an MS in Agricultural & Biological Engineering, and a PhD in Engineering Education, all from Purdue University. Prior to joining the Embry-Riddle faculty, he spent two years as an Assistant Professor of Engineering Education at Utah State University. His research interests include Model-Eliciting Activities, online learning, and the development of software tools to facilitate student learning.
Dazhi Yang is an Assistant Professor in the Educational Technology Department at Boise State University. Prior to coming to Boise State, she was a postdoctoral researcher and instructional designer in the School of Engineering Education at Purdue University. Her current research focuses on instructional strategies and online course design techniques for STEM subject areas, especially engineering and science; instructional strategies for teaching difficult and complex science and engineering concepts with the assistance of technology; and teacher education and professional development. Due to her interest and background in teacher education, Dr. Yang designed, developed and coordinated the K-12 Online Teaching Endorsement Program at Boise State. Dr. Yang was a featured researcher of the Association for Educational Communications and Technology (AECT) International Convention and the Young Researcher Award recipient from the American Educational Research Association (AERA). Recently she also received the Effective Practice Award (in online and eLearning) from the Sloan-Consortium.
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