- Threshold concepts to inform curriculum development
- Information asymmetry in higher education processes (e.g., course articulation)
- Choice modeling
- Issues in first year engineering
My research is balanced between theoretical and practical investigations of curriculum development and assessment at all levels of engineering education, particularly the use of threshold concepts to achieve curricular renewal. I am primarily interested in studying higher education issues as they relate to engineering education, such as course articulation and student choice modeling. A driving force of my research has been the first year of engineering and paths to it, especially the question – “what should the first-year engineering experience look like?” Other areas of interest include using different pedagogical approaches such as service learning and structured, on-going formative assessment in engineering design.
David Reeping is a graduate student pursuing a Ph.D. in Engineering Education at Virginia Tech and is an NSF Graduate Research Fellow. He received his B.S. in Engineering Education with a Mathematics minor from Ohio Northern University. He was a Choose Ohio First scholar inducted during the 2012-2013 school year as a promising teacher candidate in STEM. David was the recipient of the Remsburg Creativity Award for 2013 and the DeBow Freed Award for outstanding leadership as an undergraduate student (sophomore) in 2014. He is also a member of the mathematics, education, and engineering honor societies: Kappa Mu Epsilon, Kappa Delta Pi, and Tau Beta Pi respectively. He has extensive experience in curriculum development in K-12 and creates material for the Technology Student Association's annual TEAMS competition. David has co-authored two texts related to engineering, Principles of Applied Engineering for Pearson-Prentice Hall and Introductory Engineering Mathematics for Momentum Press.