Jeremi London, Ph.D.
- Courses Taught, Education & Research Interests
- Research Statement & Biography
- Awards, Honors & Career Highlights
- Selected Publications
- Research Grants
Foundations of Engineering (ENGE 1216)
Engineering Education Research Methods (ENGE 5604)
Graduate Student Success in Multicultural Environments (ENGE 53404)
Research Lifecycle in Engineering Education (ENGE 6714)
Ph.D. Engineering Education, Purdue University, 2014
M.S. Industrial Engineering, Purdue University, 2013
B.S. Industrial Engineering, Purdue University, 2008
- Research Impact
- Integrating Research and Practice
- Instructional Change in Engineering Education
- Diversity, Equity, and Inclusion in Engineering Education
The Research’s Impact on Society and Education (RISE) Research Group uses mixed methods research designs to investigate the impact of STEM education research, and strives to make an impact on STEM education through research. Visit RISE for more information.
Dr. Jeremi London is an Assistant Professor in the Department of Engineering Education at Virginia Tech. Using mixed methods designs, she advances the scholarship of impact; investigates impact-driven questions in the context of diversity, equity, and inclusion (DEI); and partners with colleagues in Industrial Engineering and Civil Engineering departments to foster instructional change. In short, London’s scholarship focuses on the complicated and dysfunctional relationship between what we know and what we do in engineering education.
Her NSF CAREER award, entitled Disrupting the Status Quo Regarding Who Gets to be an Engineer, is a project that blends her passion for impact, change and DEI. Her efforts have been supported by over $5.8M, and resulted in over 100 peer-reviewed articles, best paper awards, keynote addresses, national leadership, and meaningful student outcomes. Moreover, London’s scholarly approach to teaching courses like mixed methods designs, statistics, and use-inspired design led to the receipt of the 2017 Poly Faculty Teaching Excellence Award.
As an active member of the American Society for Engineering Education (ASEE), she’ll lead the ASEE Year of Impact on Racial Equity (2021-2022) during her term as Chair of Commission on DEI. Prior to being faculty, she worked at the National Science Foundation, GE-Healthcare, and Anheuser Busch. She holds B.S. and M.S. degrees in Industrial Engineering, and Ph.D. in Engineering Education, all from Purdue University.
Selected Awards & Honors
- 2021 NSF CAREER Award
- Best Research Paper, Entrepreneurship and Innovation Division, ASEE, 2018
- Best Teaching Paper Award, Entrepreneurship and Innovation Division, ASEE, 2017
- Poly Faculty Teaching Excellence Award, Arizona State University, 2017
- Best Overall Paper, Australasian Association for Engineering Education Conference, 2015
- 2021 NSF CAREER Awardee
- Chair, ASEE Commission on Diversity, Equity, and Inclusion (2021-2022)
- Leader of the ASEE Year of Impact on Racial Equity (2021 - 2022)
London, J., Lee, W.C., Phillips, C., Van Epps, A., Watford, B. (2020). A Systematic Mapping of Scholarship on Broadening Participation of African Americans in Engineering and Computer Science, Journal of Women in Science and Engineering, 26(3), 199-243.
London, J., Lam, C., Borders, J., Perry, L.A., Ayer, S., Wu, W. (2020). Experts’ and Novices’ Perspectives on the Priority of the Head, Heart, and Hand in Civil Engineering: A Mixed Methods Study, International Journal of Engineering Education, 36(5), 1640-1651.
Altamirano, E., London, J., Lua, K., Waree, N., Cruz, S. (2019). Understanding Research Engagement Practices among Engineering Education Stakeholders to Promote the Impact of Research on Practice. Australasian Journal of Engineering Education, 23(2), p.106-116. [Special Issues on Assessment, Benchmarking, Impact, and Evaluation].
London, J. (2018). A Content Analysis of How STEM Education Researchers Discuss the Impact of their Publicly-Supported Research, International Journal of Engineering Education, 34(3), 1120-1137.
CAREER: Disrupting the Status Quo Regarding Who Gets to be an Engineer, Sponsor: NSF (EEC-2042377), Amount: $580,582, Role: PI (100%). Dates: 03/2021 – 03/2026 | Abstract
Communicating Across the Researcher Practitioner Divide, Sponsor: NSF (EEC-1911331), Amount: $49,890, Role: PI (50%). Co-PI: Bevlee Watford, Dates: 01/2019 – 12/2020. | Abstract
Collaborative Research: Pushing Students Away: Developing a Research Agenda for Broadening Participation of African Americans in Engineering and Computer Science, Sponsor: NSF (EEC-1647281), Amount: $571,155, Role: PI (51%), co-PI: Bevlee Watford, Walter Lee. (Originally, a collaborative project with Arizona State University, but ultimately transferred with me to Virginia Tech), Dates: 01/2017 – 12/31/2020. | Abstract
Collaborative Research: Immersive Virtual Reality with Haptic Feedback to Improve Safety Hazard Recognition, Assessment, and Decision-Making Among Construction Professionals, Sponsor: NSF (CISE-1917550), Amount: $750,000, Role: PI at VT (33%), co-PI: Steven Ayer, Matthew Hallowell (Collaborative project with Arizona State University and University of Colorado Boulder), Dates: 09/2019 – 09/2022. | Abstract