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Who We Are

We seek to impact engineering education by developing formal and informal education practices to support complex problem solving and identity development within engineering. This is critical because we want students to be critical consumers and creators of knowledge with the skills to interpret resources, build arguments,  and work in multi-disciplinary environments. Additionally, we want students to develop an identity to persist in a field and not feel like an outsider.

To accomplish our goal, we study key aspects of learning that are critical to complex problem solving, such as, epistemic cognition and need for cognitive closure. We also investigate how students learn in and outside of the classroom and how their experiences influence how they see themselves.

Another key focus of our work is to develop and implement evidence-based practices within engineering classrooms. These practices are informed by both our own research and the work of others.

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