Seminar Series | EED PhC Showcase

Have you wondered what types of things earn a Ph.D. in engineering education? Are you curious about what the grads in the EED are up to in terms of their research? We will use this week's seminar to highlight the exciting work being done by the graduate students in our department who have passed their candidacy exam and are currently engaged in conducting dissertation research. Join us for a quick pitch from six of our amazing students followed by time to engage with them, ask questions, and provide feedback. 

Registration is required for this event.

Room 1

Turhan Carroll | Title:  Learning Outcomes for Racially Underrepresented Youth in an Informal STEM Environment 

Abstract 

Participation in Informal STEM education programs is becoming increasingly common among pre-college students.  These programs often have broadening participation in STEM as part of their mission.  These programs are known to foster STEM career interest among racially underrepresented youth.  In order to leverage the influence, they have with minority learners, it is vital to develop an understanding of educational impacts of informal STEM education.  While studies on learning in informal environments predominantly investigate affective learning impacts, there is a dearth of literature regarding the conative, and cognitive learning in these contexts.  The goal of this work is to develop an understanding of the intersection between affective, conative, and cognitive learning for underrepresented youth in informal STEM settings. 

Room 2

Amy Kramer | Title: Thinking like an engineer: interrogating the epistemic boundaries and hierarchies of engineering practice 

Abstract

What engineers value as knowledge and how they act on that knowledge has a substantial impact on nearly every aspect of engineering design and practice. Researchers have revealed that within engineering rigid boundaries and hierarchies exist around what are considered legitimate types of engineering knowledge (e.g., technical over social) and ways of knowing (e.g., analytical over empathy). These boundaries and hierarchies can be problematic because they function in ways that devalue social considerations from engineering work and work to maintain exclusivity in engineering. Thus, in order to create a more inclusive and socially conscious engineering field, core assumptions about engineering knowledge and ways of knowing must be interrogated and expanded. Through an interpretive qualitative study informed by feminist theories, I uncover the shared beliefs and practices that reproduce the epistemic boundaries and hierarchies of engineering practice. 

Room 3  

Emily Nutwell | Title: Work and Learning in Digital Environments 

Abstract 

The engineering field is undergoing significant shifts brought on by technological advancements primarily made possible because of the rapid increase in high-performance computing abilities. Although technological developments are realized, growth in the use of modern engineering tools is hindered by the lack of engineers proficient in applying these tools to solve engineering problems. There is a clear need for practicing engineers to engage in continuing professional education (CPE) to promote the appropriate use of this technology. Engineers require access to resources to support these efforts to use these tools, and online delivery is one method to deliver courses to engineers in the workforce. This exploratory study will investigate the experiences of engineers engaging with an online professional development course addressing computational engineering theory and application. The goal of this work is to further develop the understanding of continuing professional education and online delivery to engineers adapting to new technology in the workplace.  

Room 4 

Cassie Wallwey | Title:  TBA

Abstract

As educators, we know that feedback is important for student learning. Cassie's research investigates just how important feedback is by considering the impacts of feedback beyond learning achievements and into students' personal experiences using a motivation lens. Cassie will present a summary of how the tangible and intangible characteristics of feedback impact engineering students' motivation and engagement in course material, and the implications of these results for anyone who gives feedback to learners. 

Room 5

Jade Wang | Title: Revealing three opportunities for instructors to integrate empathy in community-based learning 

Abstract

Engaging with empathy is a critical experience for students who participate in engineering community-based learning (CBL). CBL creates a space for them to implement engineering projects while centering around a community need. However, there is a limited understanding of how the CBL instructors can explicitly teach empathy to support student learning. One finding of my dissertation is to reveal the opportunities to teach empathy in CBL. The three opportunities are structure, social processes, and interpretation. 

Room 6 

Meg West | Title: Superstar K-5 Engineering Integrators: A Qualitative Study of Positive Deviant Educators 

Abstract

In the last decade, a new initiative has taken hold to catalyze engineering interest by formally incorporating engineering education into K-12 education. Many teachers, especially those at the elementary level, are becoming teachers of engineering with little to no formal training in the domain. Despite this shortcoming, select elementary teachers have embraced engineering, seemingly weaving it into the fabric of their classrooms and even their identity as teachers. Using the Model for Conceptualizing Teacher Professional Identity and Narrative Identity Theory, I am investigating the engineering teaching professional identity development of these superstar elementary school teachers of engineering. In addition, I am conducting a qualitative methodological comparison of the Listening Guide and Critical Incident Technique with respect to engineering teacher identity development. 

About the EED Seminar Series

Registration is required prior to each seminar. This seminar will be held virtually. Users may register for remote video conferencing. A link and password to each seminar will be sent once you register. Each seminar will be held live and may be recorded for archival and marketing purposes. If you have questions regarding this seminar series, please contact Dr. Emily Dringenberg.

Inclusive Excellence Credit

The Ohio State College of Engineering Inclusive Excellence Certificate Program engages faculty, staff, and students in diverse learning opportunities. Each EED seminar qualifies for 1 (one) point toward your next level in the program. Visit the program's website for documentation requirements and program