Faculty: Five ENE Faculty Members Promoted
On April 5, Purdue's Board of Trustees approved the promotion of two ENE associate professors to full professor and the promotion of three assistant professors to associate professor with tenure.
Promoted to full professor:
Dr. Heidi Diefes-Dux is a national leader in the research-based development, implementation, and assessment of model-eliciting activities in engineering education. Her work recasts the models and modeling perspective that originated in mathematics education and creates a strategic, scalable approach for addressing crucial goals in engineering education. In addition, Dr. Diefes-Dux has pursued research with ENE's Institute for P-12 Engineering Research and Learning (INSPIRE) that provides a foundation for equipping teachers to incorporate engineering concepts into elementary school classrooms.
Dr. William Oakes' roles as an engineer, an educator, and the director of Purdue’s EPICS (Engineering Projects in Community Service) programs compel a research agenda that encompasses such subjects as human-centered design, interdisciplinary teaming, leadership, ethical reasoning, diversity, retention, and faculty development. A co-recipient of the National Academy of Engineering’s Bernard M. Gordon Prize (2005), Dr. Oakes has also received the Thomas Ehrlich Faculty Award for Service Learning (2006), the National Society of Professional Engineers Educational Excellence Award (2004), the American Society for Engineering Education's Chester F. Carlson Award for Innovation in Engineering Education (2012), and a number of teaching awards.
Both Dr. Diefes-Dux and Dr. Oakes were instrumental in envisioning and establishing the School of Engineering Education, including helping to re-imagine First-Year Engineering and to launch the doctoral program in engineering education.
Promoted to associate professor with tenure:
Recipient of a 2011 NSF CAREER Award and the Journal of Engineering Education's Wickenden Award for best paper (2008), Dr. Monica Cardella conducts research in how children develop engineering thinking skills in informal learning environments, focusing primarily on engineering design and engineering mathematics. She also investigates the development of mathematical thinking and design skills at the undergraduate level.
Committed to helping engineering develop as a more socially just profession in a global context, Dr. Alice Pawley creates new models for thinking about gender and race in the context of engineering education. A 2012 PECASE (Presidential Early Career Award for Scientists and Engineers) recipient, she uses novel theoretical and methodological approaches in critical research that explores the persisting underrepresentation in engineering education of white women and of men and women of color. She also pursues research in environmental sustainability education.
An academic entrepreneur and pioneer in the emerging field of P-12 (preschool through high school) engineering, Dr. Johannes Strobel builds bridges between engineering education and the P-12 school system, focusing his research on learning design and how engineering can be most effectively translated into P-12 education. He is the director of ENE's Institute for P-12 Engineering Research and Learning (INSPIRE); the founding editor of the Journal of Pre-College Engineering Education Research (J-PEER); and a co-recipient of the 2011 best-paper award from the International Convention of the Association for Educational Communications and Technology.
This brings to ten (10) the number of ENE faculty promoted over the past three years; an outstanding achievement both for the individuals concerned and the school as a whole. Taken together with the outstanding results over the past nine years in gaining external funding and the success in growing our PhD program, this cumulative result in promotions marks a significant milestone in establishing engineering education as a recognized discipline of academic research in engineering. This has national and global significance.