Although prior research has examined engineering students’ identity development, a gap in the literature exists related to students’ emotional experiences of shame, which undergird the socially constructed expectations of their professional formation.

In this seminar Thomas and Campbell will speak about what it means to do research and evaluation from a culturally responsive and racialized and social justice perspective (CR/SJP).

In this seminar, we will describe two studies conducted by researchers at the University of Georgia (UGA) that examined how faculty, staff, and students experienced the COVID-19 crisis. Both studies used a novel, mixed methods research approach called SenseMaker. SenseMaker is an action-oriented and participatory approach that combines rich, first-hand narratives with the statistical power of quantitative data. It is designed to inquire into and change complex social systems.

During the COVID-19 pandemic, Dr. Johnston has been working with a team (including Dr. Kerrie Douglas and Dr. Julie Martin) to gain insights into students’ social supports and social capital during emergency remote teaching.

Dr. Hammond has created multiple educational softwares used in the classroom that positively impact curriculum and learning. Her Mechanix software provides feedback on students’ setup of physics problems by automatically correcting the hand-drawn diagrams of students’ homework, deepening their conceptual understanding.