Grant

Grant

  • Across higher education, there has been an increased emphasis on creating inclusive classroom experiences for students. However, these efforts have largely been focused on traditional lecture-based courses.  While some of the evidence-based practices of these initiatives apply to lab and design-based courses, there are several unique situations in these courses that would benefit from a different approach.  For example, lab-based courses generally have longer in-class periods that require extended focus; use unique tools, equipment and software; and are required to complete activities that are very different from traditional homework.  In design or project-based classes, much of the project work happens in unstructured time outside of the classroom where team dynamics cannot be observed by instructional staff.  In both lab and design-based courses, students interact with their peers and instructional staff in very different ways.  Broadly experiential learning (labs and projects) is an essential part of STEM education, therefore, if we aim to have a diverse group of students succeed in STEM, then we also need for them to be included and active participants in all aspects of their education.

  • At the 2017 ASEE Annual Conference, I was awarded the Apprentice Faculty Grant.  The members of the Educational Research and Methods Division of the American Society for Engineering Education (ASEE) award the Apprentice Faculty Grants for demonstrating outstanding potential for substantial future contributions to engineering education research and scholarship.  The other recipients in 2017 were Stephanie Cutler, Brooke Coley, and Cory Hixson.