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Emily Dringenberg

  • Assistant Professor, Dept of Engineering Education
  • 203 Hitchcock Hall
    2070 Neil Avenue
    Columbus, OH 43210


Ph.D., Engineering Education, Purdue University, 2015
M.S., Industrial Engineering, Purdue University, 2014
B.S., Mechanical Engineering, Kansas State University, 2008

Dr. Emily Dringenberg is an Assistant Professor at The Ohio State University in the Department of Engineering Education.  Her research lab utilizes qualitative methods to explore beliefs in engineering.  For example, she currently has two NSF-funded projects to study the beliefs that engineering students hold about 1) intelligence and 2) types of reasoning for decision making in the context of design.  Her research has an overarching goal of leveraging engineering education research to shift the culture of engineering to be more realistic and inclusive.  Dr. Dringenberg is also interested in neuroscience, growth mindset, engineering ethics, and race and gender in engineering.  In general, she is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve the experiences of people at any level in engineering education.


To learn more about the research conducted by Dringenberg's lab visit the lab website ( Get connected on twitter ( and instagram ( to get the lastest news from the lab. 


For information about graduate and undergraduate research assistant positions studying engineering student beliefs, please email me at



Current Funding

  • Dringenberg, E. (PI).  (07/01/2018-06/30/2021).  “Research: Engineering Students’ Beliefs about Decision-Making,” Funded Grant Proposal:  National Science Foundation.  $344,572.
  • Betz, A. R. & Dringenberg, E. (Co-PI).  (09/01/2017-08/31/2019).  “Research Initiation: The Formation of Engineering Students' Beliefs about Intelligence,” Funded Grant Proposal:  National Science Foundation.   $199,999.


Publications (Journal Articles)

  • Rubin, L. Dringenberg, E., Lane, J., Wefald, A.  (Under Review).  Faculty Beliefs about the Nature of Intelligence.  Journal of the Scholarship of Teaching and Learning.
  • Dringenberg, E., Baird, C., Spears, J., Heiman, S.  (Under Review).  The Influence of a Growth Mindset Intervention on Middle School Girls’ Beliefs about the Nature of Intelligence.  Journal of Women and Minorities in Science and Engineering. 


Peer Reviewed Proceedings

  • Dringenberg, E., Kajfez, R. (In press).  What Does it Mean to be Smart?  A Narrative Approach to Exploring Complex Constructs.  Proceedings of the Frontiers in Education Annual Conference, San Jose, CA.
  • Vesper, M., Dringenberg, E.  (2017).  The Implementation and Preliminary Impact of Intrusive Advising and an Academic Peer-Mentoring Program for Engineering Students.  Proceedings of the American Society for Engineering Education Midwest Regional Conference, Manhattan, KS.
  • Dringenberg, E.  (2014). First Year Students’ Understanding of Normal Distributions:  A Preliminary Study of Previous Exposure, Self-Efficacy and Content Knowledge.  Proceedings of the American Society for Engineering Education IL-IN Regional Conference, Terre Haute, IN.
  • Denick, D., Dringenberg, E., Fayyaz, F., Nelson, L., Pitterson, N., Tolbert, D., Yatchmeneff, M., Cardella, M. (2013).  STEM Thinking in Informal Environments:  Integration and Recommendations for Formal Settings.  In Proceedings of the American Society for Engineering Education IL-IN Regional Conference, Angola, IN.
  • Dringenberg, E., Wiener, J., Purzer, Ş., Groh, J.  (2012). Measuring the impact of engineering outreach on middle school students’ perceptions.  In Proceedings of the American Society for Engineering Education IL-IN Regional Conference.  Valparaiso, IN.


Presentations & Invited Talks

  • Dringenberg, E. & Abell, A. (June 2018).  Developing Robust Forms of Reasoning for Engineering Decision-Making.  Capstone Design Conference.  Hosted by Rochester Institute of Technology.  Rochester, NY.
  • Dringenberg, E. & Nieto, N.  (January 2018).  Supporting First-Year Students:  An Introduction to and Application of Growth Mindset.  Focusing on the First Year Conference.  Hosted by The Ohio State University.  Columbus, OH.
  • Dringenberg, E., Betz, A.  (June 3, 2016)  Growth Mindset:  How do your perceptions of intelligence help or hinder the teaching and learning environments that you create?  Closing Plenary Session.  Big XII Teaching and Learning Conference.  Manhattan, KS.
  • Dringenberg, E. & Pointer, W. D. (2006).  Validation of CFD Code for Heavy-Vehicle External Aerodynamics Simulation.  U.S. Department of Energy Journal of Undergraduate Research, 185.  Retrieved from

Journal Articles


  • Dringenberg, E.; Kramer, A., 2019, "The Influence of Both a Basic and an In-Depth Introduction of Growth Mindset on First-Year Engineering Students' Intelligence Beliefs." INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION 35, no. 4, 1052-1063 - 1052-1063.


  • Dringenberg, E.; Purzer, Ş., 2018, "Experiences of First-Year Engineering Students Working on Ill-Structured Problems in Teams." Journal of Engineering Education


  • Fila, N.D.; Hess, J.L.; Purzer, Ş.; Dringenberg, E., 2016, "Engineering students' utilization of empathy during a non-immersive conceptual design task." International Journal of Engineering Education 32, no. 3, 1336-1348 - 1336-1348.

Papers in Proceedings


  • Dringenberg, E.; Kajfez, R. "What Does it Mean to be Smart? A Narrative Approach to Exploring Complex Constructs." (3 2019).


  • Zoltowski, C.B.; Fila, N.D.; Dringenberg, E. "A qualitative approach to understanding variations in experiences and its relationship to learning: An introduction to phenomenography." (12 2017).


  • Chua, M.; Dringenberg, E. "The quest for the Mythical Phoenix: Attendee narratives at an engineering education faculty workshop." (2 2015).


  • Dringenberg, E.; Chua, M. "What can reflections from an innovation in engineering education workshop teach workshop designers and new faculty?." (1 2014).


  • Dringenberg, E.; Wertz, R.E.H.; Purzer, S.; Strobel, J. "Development of the science and engineering classroom learning observation protocol." (1 2012).
  • Mondisa, J.L.; Fila, N.D.; Dringenberg, E.; Zephirin, T. et al. "Work in progress: A case study of the types and frequencies of conflict in engineering design dyads." (12 2012).