Date(s) - 10/24/2017
4:00 pm - 5:00 pm
416 Dougherty Engineering Building
Research Assistant Professor and Lecturer at the University of Tennessee
Dr. Courtney Faber is a Research Assistant Professor and Lecturer in the Cook Grand Challenge Engineering Honors Program at the University of Tennessee. She completed her Ph.D. in Engineering & Science Education at Clemson University. Prior to her Ph.D. work, she received her B.S. in Bioengineering from Clemson University and her M.S. in Biomedical Engineering from Cornell University. Prior to starting at University of Tennessee in January 2017, she was an Assistant Professor in the Technological Studies Department at The College of New Jersey where she taught preservice K-12 engineering and integrative STEM teachers. At University of Tennessee, she teaches Honors Physics for Engineers I & II and has developed an Engineering Education Practicum course for graduate and undergraduate engineering teaching assistants. Her research focuses on developing formal and informal education practices to foster epistemic cognition and identity development in undergraduate engineering students. Her current research is supported by multiple National Science Foundation grants.
“ Improving Undergraduate Engineering Education: Exploring Epistemic Cognition in Problem Solving”
The need for one million additional science, technology, engineering, and mathematics (STEM) college graduates over the next decade has resulted in calls to improve STEM education at all levels. This has placed a focus on retaining students, developing innovative classroom practices, and supporting students’ development through co-curricular experiences (undergraduate research, co-ops, internships, etc.). It is critical that we consider engineering students’ experiences, beliefs, and motivations in these innovations and changes. The field of engineering education research is uniquely situated, between the social sciences and engineering, to address the challenges faced by engineering education. In this presentation, I will define the field of engineering education research (EER), address common misconceptions about EER, and highlight my research that seeks to explore engineering students’ epistemic cognition (concerns how people acquire, understand, justify, change, and use knowledge) and identity (how they see themselves and others as engineers) to transform engineering education.