Research
My work fits within the engineering learning systems and engineering assessment areas of the engineering education research agenda (as defined by the Journal of Engineering Education), specifically in the context of higher education spaces. The target of my work is often on the “institutional infrastructure,” including the decision-making behind how the educational enterprise is designed. Moreover, I work with assessment methods at the various levels in and across institutions. Regardless of whether assessment occurs in the classroom or the context of an entire program, multiple perspectives are needed to establish what “effective” means and if it has been achieved. Accordingly, I focus on exploring alternative methods from other fields, including frameworks and methods, often across two different modes of inquiry, quantitative and mixed. Three main lines of inquiry encapsulate my current work: transfer student information asymmetries, agent-based modeling of educational systems, and advancing quantitative and fully integrated mixed methods.
My ResearchGate profile is here.
***I'm currently updating this section of the site, more publications will be added shortly***
My ResearchGate profile is here.
***I'm currently updating this section of the site, more publications will be added shortly***
Current Work
Revolutionizing an Electrical and Computer Engineering Department at Virginia Tech
I work as a research assistant on a Revolutionizing Engineering Departments grant from the National Science Foundation, which was awarded to the Bradley Department of Electrical and Computer Engineering at Virginia Tech (Grant No. 1623067). The goal of the project is to begin shifting departmental culture and curriculum toward one that is (1) accepting of a broader range of students, (2) producing a diverse set of career options for students, and (3) expanding student choice in the curriculum. The topics of papers here include: rigor, threshold concepts, the personas technique, and faculty curricular decision-making.
Advancing Fully Integrated Mixed Methods and Quantitative Methods
I am particularly interested in fully integrated mixed methods and quantitative methods off the beaten path in engineering education research. I also seek to be more explicit about the role of the researcher in quantitative methods. This project is a grab-bag of papers I have contributed to related to methods and positionality. The topics of papers here include: fully integrated mixed methods research designs in engineering education, mixing strategies during analysis, positionality, systems views of enrollment/retention, transfer student information asymmetries
I work as a research assistant on a Revolutionizing Engineering Departments grant from the National Science Foundation, which was awarded to the Bradley Department of Electrical and Computer Engineering at Virginia Tech (Grant No. 1623067). The goal of the project is to begin shifting departmental culture and curriculum toward one that is (1) accepting of a broader range of students, (2) producing a diverse set of career options for students, and (3) expanding student choice in the curriculum. The topics of papers here include: rigor, threshold concepts, the personas technique, and faculty curricular decision-making.
Advancing Fully Integrated Mixed Methods and Quantitative Methods
I am particularly interested in fully integrated mixed methods and quantitative methods off the beaten path in engineering education research. I also seek to be more explicit about the role of the researcher in quantitative methods. This project is a grab-bag of papers I have contributed to related to methods and positionality. The topics of papers here include: fully integrated mixed methods research designs in engineering education, mixing strategies during analysis, positionality, systems views of enrollment/retention, transfer student information asymmetries
Previous Work
An Introduction to Engineering Course Classification Scheme
I worked as a research assistant on a National Science Foundation funded project to develop a classification scheme for introductory engineering courses in the United States (Award No. 1042030). The final product is a scheme that be used to locate your institution's engineering course in the broad collection of knowledge often taught in the first year of engineering. The topics of papers here include: first-year engineering course content, development of the scheme.
Measuring Mechanical Aptitude
I assisted in the psychometric evaluation of a new scale for mechanical aptitude using Classical Test Theory.
I worked as a research assistant on a National Science Foundation funded project to develop a classification scheme for introductory engineering courses in the United States (Award No. 1042030). The final product is a scheme that be used to locate your institution's engineering course in the broad collection of knowledge often taught in the first year of engineering. The topics of papers here include: first-year engineering course content, development of the scheme.
Measuring Mechanical Aptitude
I assisted in the psychometric evaluation of a new scale for mechanical aptitude using Classical Test Theory.