Allison Godwin

Allison Godwin

Assistant Professor, Engineering Education
Mailing Addresses
PURDUE UNIVERSITY
ARMSTRONG HALL #1309
701 WEST STADIUM AVENUE
WEST LAFAYETTE, IN 47907-2045

Biography

Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity development. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty Grant. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and 2016 New Faculty Fellow for the Frontiers in Engineering Education Annual Conference. She also was an NSF Graduate Research Fellow for her work on female empowerment in engineering which won the National Association for Research in Science Teaching 2015 Outstanding Doctoral Research Award.

Hometown

Colombia, SC

Education

Ph.D. Engineering and Science Education, Clemson University
B.S. Chemical and Biomolecular Engineering, Clemson University

Research Interests

Dr. Allison Godwin's group, Shaping Transformative Research on Identity and Diversity in Engineering (STRIDE), conducts research to understand identity development of diverse engineering students. Her work spans from how student choose engineering careers during high school to understanding identity development across undergraduate education. She employs mixed methods research to understand both what factors influence students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin has also worked to broaden definitions that are complementary to traditional lines of research. Her research focuses on understanding the intersections of multiple identities including race, gender, ethnicity, sexual orientation, disability, and first-generation status. Often, these identities are researched separately, but Dr. Godwin’s work emphasizes the systems of the multiple identities and how they cannot be understood singularly. She also conducts research to characterize latent, or hidden, features of diversity outside of visible markers like race/ethnicity and gender. Her latent diversity research focuses on cognitive (e.g., problem solving approaches and innovation) and non-cognitive (e.g., identity, motivation, personality, etc.) factors in how students develop as engineers. Her group is working to answer two big questions:
What kinds of diversity in thought, innovation mindsets, and attitudes are present in engineering students?
How do students at the intersections of multiple identities like race, gender, sexual orientation, first-generation status, and others navigate their engineering pathways from high school through college and into an engineering workforce?

Selected Publications

Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2016). Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice. Journal of Engineering Education, 105(2), 312–340. doi:10.1002/jee.20118
Godwin, A. & Potvin G. Pushing and pulling Sara: A case study of the contrasting influences of high school and college experiences on engineering agency, identity, and participation. Journal of Research in Science Teaching. doi: 10.1002/tea.21372
Godwin, A. (2016). The Development of a Measure of Engineering Identity. In Proceedings from ASEE 2016: American Society for Engineering Education Annual Conference & Exposition (p. 15). New Orleans, LA.

Awards, Honors, Achievements, & Memberships

  • 2016 Participant in the National Academy of Engineering Frontiers of Engineering Education Symposium
  • 2016 Frontiers in Education Frontiers in Education New Faculty Fellows Grant
  • 2016 National Science Foundation CAREER award
  • 2016 American Society for Engineering Education Educational Research and Methods Division Best Paper Award
  • 2015 National Association of Research in Science Teaching Outstanding Doctoral Dissertation Award
  • 2015 7th Conference on Engineering Education for Sustainable Development Best Research Methodology Paper Award
  • 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty Grant
  • Member, American Society for Engineering Education, 2012-Present
  • Member, Tau Beta Pi (National Engineering Honor Society), 2009-Present
  • Member, American Institute of Chemical Engineers, 2007-Present

Campus Activities

  • Committees:
  • 2016-Present: Junior Faculty Representative, Engineering Education Leadership Team
  • 2016: Task Force Member, Purdue University College of Engineering Diversity and Inclusion
  • 2015-Present: Committee for Advising Space Allocation for Engineering Education
  • 2014–Present: School of Engineering Education Graduate Committee
  • Student Mentoring:
  • 2016-Present: Faculty Fellow, University residences faculty mentor for Meredith Hall Southeast 1Dormitory
  • 2016: Faculty Mentor, Purdue University Boiler Gold Rush
  • 2015: Faculty Mentor, Purdue University Boiler Gold Rush
  • Curriculum
  • 2015-Present: Curator, ENGR 131 Curriculum Curators (responsible for evaluating and improving course materials each year)
  • Outreach:
  • 2015-2017: Volunteer, “Purdue's For Me” recruiting events
  • 2015: New faculty representative, Faculty Advancement, Success and Tenure professional development series