Kerrie Douglas
Associate Professor of Engineering Education
Mailing Addresses
PURDUE UNIVERSITYARMSTRONG HALL
701 WEST STADIUM AVENUE
WEST LAFAYETTE, IN 47907-2045
Office:
ARMS ARMS 1329; Research Lab WANG 3569
Phone:
(765) 494-6932
Email:
douglask@purdue.edu
Biography
Dr. Kerrie A. Douglas is an Assistant Professor of Engineering Education at Purdue University. She earned a PhD in Educational Psychology, with an emphasis on evaluation and assessment in 2012. Her research is focused on supporting high-quality assessment practice in engineering education. This focus includes what evidence and rationale are used to justify educational data use and the consequences of that intended use. She studies how to combine multiple sources and types of data to provide a deeper assessment of learners and how assessments can be used to support learning.
Education
Ph.D., Educational Psychology, Purdue University
M.S., Education, Purdue University
B.A., Psychology, Purdue University
M.S., Education, Purdue University
B.A., Psychology, Purdue University
Research Interests
Evidence and rationale that inform how evaluation and assessments are used to make decisions and support learning in engineering education. Research focus includes methods to determine criteria for evaluation of open online advanced STEM courses, evidence and rationale to justify fair use of assessments for engineering students of diverse backgrounds, and how high-quality, curriculum-embedded formative assessment can enhance student learning of design skills.
Selected Publications
Douglas, K.A., & Purzer, S. (2015). Validity: What constitutes meaning and relevancy in assessment for engineering education research. Invited Guest Editorial. Journal of Engineering Education,104(2), 108-118. doi:10.1002/jee.20070.
Kong, Y., Douglas, K.A., Diefes-Dux, H.A., Rodgers, K.J., Madhavan, K. (2017). A size and scale framework for guiding curriculum design and assessment. Journal of Engineering Education, 106(3), 431–453. DOI 10.1002/jee.20172
3:06
Douglas, K.A., Fernandez, TG., Purzer, S., Fosmire, M., & Van Epps, A.S. (2018). The critical-thinking engineering information literacy test (CELT): A validation study for fair use among diverse students. International Journal of Engineering Education, 34(4), 1347-1362.
Douglas, K.A., Moore, T.J., Johnston, A.C., & Merzdorf, H.E. (2018). Informed designers? Students’ reflections on their engineering design process. International of Education in Mathematics, Science, and Technology. DOI: 10.18404/ijemst.440347
3:06
Douglas, K.A., Zielinski, M.W., Merzdorf, H.E., Diefes-Dux, H.A., & Bermel, P. (2019). Meaningful information for MOOC instructors examined through a contextualized evaluation framework. International Review of Research in Open and Distributed Learning, 20(1). DOI: 10.7202/1057980ar
Stites, N., Douglas, K.A., Evenhouse, D., Berger, E., DeBoer, J., & Roads, J.F. (2019). A validation and differential item functioning (DIF) study of an abbreviated dynamics concept inventory. International Journal of Engineering Education. (35)2, 491-509.
Zielinski, M.W., West, V., Merzdorf, H.E., Douglas, K.A., Bermel, P. (2019). A mixed method study of advanced engineering MOOC learners’ motivation and perceived barriers. International Journal of Engineering Education, 35(5).
3:08
Douglas, K.A., Merzdorf, H.E., Hicks, N.M., Sarfraz, M.I., Bermel, P. (2020). Challenges to assessing motivation in MOOC learners: An application of an argument-based approach. Computers and Education, 150. doi:10.1016/j.compedu.2020.103829
Kong, Y., Douglas, K.A., Diefes-Dux, H.A., Rodgers, K.J., Madhavan, K. (2017). A size and scale framework for guiding curriculum design and assessment. Journal of Engineering Education, 106(3), 431–453. DOI 10.1002/jee.20172
3:06
Douglas, K.A., Fernandez, TG., Purzer, S., Fosmire, M., & Van Epps, A.S. (2018). The critical-thinking engineering information literacy test (CELT): A validation study for fair use among diverse students. International Journal of Engineering Education, 34(4), 1347-1362.
Douglas, K.A., Moore, T.J., Johnston, A.C., & Merzdorf, H.E. (2018). Informed designers? Students’ reflections on their engineering design process. International of Education in Mathematics, Science, and Technology. DOI: 10.18404/ijemst.440347
3:06
Douglas, K.A., Zielinski, M.W., Merzdorf, H.E., Diefes-Dux, H.A., & Bermel, P. (2019). Meaningful information for MOOC instructors examined through a contextualized evaluation framework. International Review of Research in Open and Distributed Learning, 20(1). DOI: 10.7202/1057980ar
Stites, N., Douglas, K.A., Evenhouse, D., Berger, E., DeBoer, J., & Roads, J.F. (2019). A validation and differential item functioning (DIF) study of an abbreviated dynamics concept inventory. International Journal of Engineering Education. (35)2, 491-509.
Zielinski, M.W., West, V., Merzdorf, H.E., Douglas, K.A., Bermel, P. (2019). A mixed method study of advanced engineering MOOC learners’ motivation and perceived barriers. International Journal of Engineering Education, 35(5).
3:08
Douglas, K.A., Merzdorf, H.E., Hicks, N.M., Sarfraz, M.I., Bermel, P. (2020). Challenges to assessing motivation in MOOC learners: An application of an argument-based approach. Computers and Education, 150. doi:10.1016/j.compedu.2020.103829
Experience
- 2012 - 2015 Post-Doctoral Research Associate, INSPIRE, Purdue University
- 2015 - 2016 Visiting Assistant Professor, Engineering Education, Purdue University
- 2016 - Current Assistant Professor of Engineering Education, Purdue University