Teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. She is a National Science Foundation Faculty Early Career (CA-REER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE).
She also serves as the Executive Director of the International Institute for Engineering Education Assessment (i2e2a). She obtained a B.S. in mathematics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Her teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in STEM education. Primary research projects explore the preparation of graduate students for diverse careers and the development of reliable and valid engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) and Presidential Early Career Award for Scientists and Engineers (PECASE) recipient.
It is well established by both industry and academics that while the current focus of the engineering curricula focuses on the technical aspects of the student's education, there is a definitive need to incorporate the inculcation of leadership, communication, and professional skills during the course of their undergraduate study. This point is emphasized in several reports, including the Accreditation Board for Engineering and Technology (ABET), the National
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