Cheryl Bodnar, Ph.D.
Associate Professor Experiential Engineering Education (ExEEd)
Dr. Cheryl Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University and is currently serving as the Provost’s Fellow for Student Success. Recently, the National Science Foundation (NSF) and the Kern Family Foundation have funded her research. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation, and learning outcomes.
Kerrie Douglas, Ph.D.
Associate Professor of Engineering Education
Kerrie Douglas is an Associate Professor of Engineering Education at Purdue University. She holds a PhD in Educational Psychology and Masters of Science in Education from Purdue. She is the lead of the Science and Ethics for Educational Data (SEED) lab. Her research is focused on improving methods of evaluation and assessment in large-scale engineering learning contexts. She works on problems of validity, equity and how to make inferences about diverse groups of learners. She has been Primary Investigator or Co-PI on more than $24 million of external research awards. In 2020, she received an NSF RAPID award to study engineering instructional decisions and how students were supported during the time of emergency remote instruction due the COVID-19 pandemic. Since May of 2020, she’s been invited to speak at 14 national and international events about how to support and assess students in online learning environments. In 2021, she received the NSF Early CAREER award to study improving the fairness of assessment in engineering classrooms.
Edward J. Eckel
Associate Professor and Engineering and Natural Sciences Librarian
Western Michigan University
Edward Eckel received a B.S. degree in biology from Cornell University, Ithaca, NY, and a Master’s in Library and Information Science from Drexel University, Philadelphia. Currently he is the Engineering and Natural Sciences Librarian at Western Michigan University Libraries, where he has been since 2006. His research articles have been published in Science and Technology Libraries, Science and Engineering Ethics, Issues in Science and Technology Librarianship, College and Undergraduate Libraries, Reference and User Services Quarterly, and Internet Reference Services Quarterly. He is currently the editor-in-chief of the peer-reviewed journal Issues in Science and Technology Librarianship. His research interests include student research topic development and research skills training in engineering graduates and undergraduates.
Joanna Garner, PhD
Research Professor and the Executive Director of The Center for Educational Partnerships
Old Dominion University
Dr. Joanna Garner is a Research Professor and the Executive Director of The Center for Educational Partnerships at Old Dominion University in Norfolk, VA. Dr. Garner is an experienced researcher and author. She has been principal investigator or senior personnel on 39 funded projects, and has published 40 peer reviewed journal articles and book chapters and 75 peer reviewed conference papers, including 19 at ASEE. Dr. Garner’s STEM education research uses quantitative, qualitative and mixed methods approaches to study topics including identity development in formal and informal educational contexts and the impact of teacher professional development programs. This research has been published in journals such as the International Journal of Engineering Education, the Journal of STEM Outreach, Science Education, the Journal of Science Teacher Education, Technical Communication, Developmental Psychology, and Teachers and Teaching: Theory and Practice. Dr. Garner is a current editorial board member and a former Executive Editor of the Journal of Experimental Education.
Cory Hixson Ph.D.
Assistant Professor of Engineering
Colorado Christian University
After earning his B.S. in Engineering Science at Penn State University, Dr. Cory Hixson began working as an audio-video engineer/designer. He then made a career transition to teach high school physics. Having sparked his love for education, Hixson went back to school to earn his M.S. in Industrial & Systems Engineering and his Ph.D. in Engineering Education. His first faculty job was at Rowan University in southern New Jersey, where he had the honor of helping develop their first-year engineering and B.S. in Engineering Entrepreneurship programs. Hixson is now blessed to be at CCU contributing to what God’s doing through the Industrial & Systems Engineering program. Hixson’s personal, professional, and educational experiences have prepared him well for teaching in and scaling up the new Industrial & Systems Engineering program at CCU. Having an interdisciplinary background helps as CCU develops integrated courses and curricula merging engineering knowledge, skills, and abilities; research-based instructional strategies; and a biblical perspective to engineering education. Importantly, he has successfully fostered university-industry (U-I) partnerships and entrepreneurial-minded learning (EML), which will be an essential part of the CCU engineering program. U-I partnerships and EML extend the impact of CCU’s program beyond classroom learning and provide students with the real-world knowledge and experiences needed to excel after graduation. Hixson has various engineering and entrepreneurship education publications in outlets such as Advances in Engineering Education, the Journal of Engineering Entrepreneurship, and the ASEE Annual Conference Proceedings.
Karin Jensen, Ph.D.
Teaching Associate Professor, Department of Bioengineering
Laura D. Hahn Faculty Fellow
University of Illinois Urbana-Champaign
Karin Jensen, Ph.D. (she/her) is a teaching associate professor and Laura D. Hahn Faculty Fellow at the University of Illinois Urbana-Champaign in the Department of Bioengineering. Her research interests include student mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. She was awarded a CAREER award in 2019 from the National Science Foundation for her research on undergraduate mental health in engineering programs. She is currently an Associate Editor for the Journal of Women and Minorities in Science and Engineering (JWM). Before joining UIUC she completed a post-doctoral fellowship at Sanofi Oncology in Cambridge, MA. She earned a bachelor’s degree in biological engineering from Cornell University and a Ph.D. in biomedical engineering from the University of Virginia.
Gary Lichtenstein, Ed.D.
Founder and Principal
Quality Evaluation Designs
Gary Lichtenstein, Ed.D., is Founder and Principal of Quality Evaluation Designs, a firm that has conducted academic research and program evaluation for foundations, government agencies, PK-12 school districts and higher education institutions nationwide since 1996. From 2016-2022 Gary was Director of Program Effectiveness for the Entrepreneurial Mindset initiative at Arizona State University’s Ira A. Fulton Schools of Engineering. Gary is currently an Associate Editor for Advances in Engineering Education (AEE). In 2019, he earned the STAR Reviewer award from the Journal of Engineering Education (JEE). He has served as a mentor in the JEE Mentored Reviewer program and currently is the lead for research and evaluation of that program. Gary has twice been awarded the William Elgin Wickenden Award from ASEE for the JEE article each year that exemplifies the highest standards of scholarly research.
Julie P. Martin, Ph.D.
Associate Professor, Engineering Education
Associate Department Chair for Graduate Studies and Research Infrastructure
The Ohio State University
Julie P. Martin, Ph.D. is an associate professor of Engineering Education at The Ohio State University and is the Associate Department Chair for Graduate Studies and Research Infrastructure. She joined the OSU faculty after a rotation as a program director in the Engineering Education and Centers Division (Directorate for Engineering) at the National Science Foundation from 2017-2019. In 2018, she worked on an interagency group headed by the White House Office of Science and Technology Policy to write the 5-Year STEM Education Strategic Plan for the federal government. Over the last 15 years, Julie has held a variety of national leadership positions involvement in ASEE and Women in Engineering ProActive Network (WEPAN), including national president of WEPAN. She has been recognized by both organizations for her distinguished service. Julie is a Fellow of the American Society for Engineering Education (ASEE). She loves growing and arranging flowers, hosting dinner parties, and traveling (especially if there is a beach involved). Julie and her husband have two adorable beagles, Linus and Mattie.
Cassandra McCall, Ph.D.
Assistant Professor, Engineering Education Department
Utah State University
Cassandra McCall, Ph.D. is an Assistant Professor in the Engineering Education Department at Utah State University. In her research, Dr. McCall seeks to understand how dominant engineering and academic cultures and discourses influence disability and professional identity formation to create more inclusive learning spaces for students from minoritized groups. She has extensive research experience with qualitative methodologies including grounded theory, phenomenology, phenomenography, and auto-ethnography. Dr. McCall has written and co-authored several methods-based publications including New Perspectives for Implementing Grounded Theory and Introduction to Grounded Theory: Choosing and Implementing an Emergent Method. She has bachelor’s and master’s degrees in Civil Engineering from the South Dakota School of Mines and Technology and a PhD in Engineering Education from Virginia Tech.
Janice Miller-Young, Ph.D., P.Eng.
Professor, Faculty of Engineering – Mechanical Engineering Dept
University of Alberta
Janice Miller-Young, PhD, P.Eng., conducted her first SoTL study in engineering education in 2009, and has been doing SoTL work ever since. More recently, she has spent time working in multidisciplinary teaching contexts, serving as the Director for the Institute for Scholarship of Teaching and Learning (now Mokakiiks Centre for Scholarship of Teaching and Learning) at Mount Royal University, and as the Academic Director of the Centre for Teaching and Learning at the University of Alberta. She writes about not only student learning but also faculty learning in higher education and about SoTL methods and methodologies.
Megan Morin, Ph.D.
KEEN Program Coordinator
University of North Carolina – Chapel Hill
Megan Morin (she/her) graduated from the University of Dayton with a bachelor’s degree in Middle Childhood Education before completing her Master’s and Ph.D. at NC State in Engineering and Technology Education. Her previous work with NC State Education and Workforce Programs and as a North Carolina middle school teacher developed her research interests in engineering education programming, assessment, and teaching. Megan Morin currently leads faculty development and assessment in entrepreneurial minded learning as the KEEN Program Coordinator in the department of applied physical sciences at UNC-Chapel Hill.
Sarah Zappe, Ph.D.
Assistant Dean for Teaching and Learning
Director of the Leonhard Center for the Enhancement of Engineering Education
Penn State College of Engineering
Dr. Sarah Zappe is an educational psychologist specializing in engineering and entrepreneurship education. She holds the position of Assistant Dean for Teaching and Learning and the Director of the Leonhard Center for the Enhancement of Engineering Education at Penn State. Zappe is a deputy editor for the Journal of Engineering Education and most recent past Division Chair for the Educational Research and Methods (ERM) Division of ASEE. She serves on advisory boards for multiple NSF-funded projects and is on several task forces with ASEE. Her research interests include failure in student entrepreneurial teams, creativity in engineering education, and faculty development.