Research Areas

Jones, B. D., Ruff, C., & Paretti, M. C. (2012). The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering. Social Psychology of Education: An International Journal. 16(3): 471-493. http://link.springer.com/article/10.1007/s11218-013-9222-x

Cross, K. J. & Paretti, M. C. (2015). The impact of personal interactions on the experience of African-American males on multiracial student teams. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, USA, 26.1545.1 - 26.1545.9, doi: 10.18260/p.24882. https://peer.asee.org/the-impact-of-personal-interactions-on-the-experience-of-african-american-males-on-multiracial-student-teams

Smith, C. S. & Paretti, M. C. (2015). Understanding the mentoring needs of African-American female engineering students: A phenomenographic preliminary analysis. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, USA, 26.1625.1 - 26.1625.16. doi: 10.18260/p.24961   https://peer.asee.org/understanding-the-mentoring-needs-of-african-american-female-engineering-students-a-phenomenographic-preliminary-analysis

Lee, W.C., Matusovich, H.M and Brown, P.R. (2014). Measuring underrepresented student perceptions of inclusion within engineering departments and universities. International Journal of Engineering Education, 30(1), 150-165. 

Lee, W.C., Kajfez, R.L. and Matusovich H.M. (2013). Motivating engineering students: Evaluating an engineering student support center with the MUSIC model of academic motivation (JWM6747). Journal of Women and Minorities in Science and Engineering, 19(3), 245-271. 

Knight, D.B., Lattuca, L.R., Yin, A.C., Kremer, G., York, T. & Ro, H.K. (2012). An exploration of gender diversity in engineering programs: A curriculum and instruction-based perspective. Journal of Women and Minorities in Science and Engineering, 18(1), 55-78.

Ogilvie, A., Knight, D.B., Borrego, M., Nava, P., Fuentes, A., & Taylor, V.  (2016, June). Transfer student pathways to engineering degrees: progress and preliminary findings from a multi-institutional study based in Texas. Proceedings of the 123rd Annual Conference of the American Society for Engineering Education, New Orleans, LA.

Ro, H.K, & Knight, D.B. (in press). The interaction of gender and the college experience: influences on learning outcomes in undergraduate engineering. Journal of Engineering Education.

Woodcock, A. & Bairaktarova, D.  (2015). Gender Differences in Self-Evaluation of Students’ Performance   on Engineering Task. Journal of Women and Minorities in Science and Engineering, 21 (3), pp. 255-269.

Maczka, D.K., Grohs, J.R. (2016). Leveraging Historical Ties Between Cognitive Science and Computer Science to Guide Programming Education. Proceedings of the 123rd Annual Conference of the American Society for Engineering Education, New Orleans, LA.

Grohs, J.R. & Knight, D.B. (2015). Reclaiming student and faculty agency through data-informed
reflective practice. Conference on Higher Education Pedagogy, Blacksburg, VA.

Kajfez, R. L., Matusovich, H. M., & Lee, W. C. (2016). A holistic framework for understanding graduate student motivation and identity. International Journal of Engineering Education. Vol 32(3A).

Matusovich, H. M., Paretti, M. C., McNair, L. D., and *Hixson, C. (2014). Faculty Motivation: A Gateway to Transforming Engineering Education. Journal of Engineering Education, 103(2), 302-330.

Smith, K. A., Matusovich, H. M., & Chow, T. (2015). Constructive controversy in master’s, doctorate, and professional settings. In A. Vollmer, M. Dick & T. Wehner (Eds.), Innovation as a social process: Constructive controversy – a method for conflict management.  Sterling, VA: Stylus Press.

Kenneth J. Reid, Comparison of ‘Typical’ vs. Open Ended Ethics Case Studies in First-
Year Engineering,” Journal of STEM Education, Volume 13, issue 4, 2012.

Kenneth J. Reid and John K. Estell, “Incorporation of Poverty Alleviation in Third World Countries in a First-Year Engineering Capstone Course,” International Journal of Engineering Education Volume 26, No. 6, 2011, pp. 1273-1280.

Kenneth J. Reid, Deb Gallagher and Christine North, “Introducing Engineering into the Dominican Republic Classroom: Teacher Workshops,” First Year Engineering Experience Conference, August 2012.  [http://fyee.org/fyee2012/papers/1015.pdf]

John K. Estell and Kenneth J. Reid, “Designing for Poverty Alleviation: A First-Year Engineering Capstone Project,” First Year Engineering Experience Conference, August 2012. [http://fyee.org/fyee2012/papers/1006.pdf]

Kinoshita, T.J., Knight, D.B., & Gibbes, B. (in press). The positive influence of active learning in a lecture hall: An analysis of normalized gain scores in introductory environmental engineering. Innovations in Education and Teaching International.

Knight, D.B., Lattuca, L.R., Kimball, E.W. & Reason, R.D. (2013). Understanding interdisciplinarity: Curricular and organizational features of undergraduate interdisciplinary programs. Innovative Higher Education, 38(2), 143–158.

Knight, D. B. (2011, June). Educating broad thinkers: A quantitative analysis of curricular and pedagogical techniques used to promote interdisciplinary skills. Proceedings of the 118th Annual Conference of the American Society for Engineering Education, Vancouver, BC.

Bairaktarova, D. Cox, M. & Sravasvara, M.  (2015). A Project-Based Approach Professional Skills Training in an Undergraduate Engineering Curriculum. International Journal of Engineering Education, issue 31-1 (B).

Goff, R., Williams, C., Terpenny, J., Gilbert, K., Knott, T. and Lo, J., “ROXIE: Real Outreach eXperiences In Engineering First-Year Engineering Students Designing for Community Partners,” Special Issue on Sustaining Sustainable Design, International Journal of Engineering Education, 2010,Vol. 26, No. 2,1-10.

Goff, R., Terpenny, J. and Wildman, T., “Improving Learning and Engagement for Students in Large Classes,” 37th ASEE/IEEE Frontiers in Education Conference, Milwaukee, WI, October 10 – 13, 2007.

Goff, R.M., the Art of Creating an Active Learning Environment, ASEE Annual Conference and Exposition June 16-19, 2002, in Montreal, CA.

Goff, R.M. and Connor, J.B., Hands-On Experiences in the Freshman Engineering Classroom, Proceedings of ASEE Annual Meeting and Exposition, June 24-28, 2001, Albuquerque, NM.

Paretti, M., McNair, L.D., and Leydens, J. (2014). Engineering communication. In A. Johri and B. Olds (Eds.), Cambridge Handbook of Engineering Education Research. Cambridge: Cambridge University Press.

McDonald, W.M., Brogan, D.S., Lohani, V.K., Dymond, R.L., and Clark, R.L., 2015. “Integrating a Real-Time Environmental Monitoring Lab into University and Community College Courses,” International Journal of Engineering Education, 31(4), pp. 1139-1157.

Johri, A. and Lohani, V. K., 2011. “Increasing Engineering Representational Literacy through the Use of Pen-based Computing,” International Journal of Engineering Education, 27(5) 958–967.

Delgoshaei, P. and Lohani, V. K., 2014. “Design and Application of a Real-Time Water Quality Monitoring Lab in Sustainability Education,” International Journal of Engineering Education, vol. 30, no. 2, pp. 1–14.

Lohani, V. K., Wolfe, M. L., Wildman, T., Mallikarjunan, K., and Connor, J., 2011. “Reformulating General Engineering and Biological Systems Engineering Programs at Virginia Tech,” Advances in Engineering Education, ASEE, vol. 2, no. 4, pp. 1-30.

Bairaktarova, D. Evangelou, D. Bagiati, A., Brophy, S. (2011). Engineering in young children’s exploratory play with tangible materials. Children, Youth and Environments, 21 (2): 212 -235.

Knight, D.B., Ogilvie, A.M., & Adams, S.G. (2015, August). Work in Progress-Rising Sophomore Abroad Program at Virginia Tech: A development model to initiate professional formation of globally competent engineers in the first year. Proceedings of the 7th Annual First Year Engineering Experience (FYEE) Conference, Roanoke, VA.

Ogilvie, A.O., Knight, D.B., Adams, S.G., Amelink, C.T., Sanderlin, N., & Long, T.C. (2015, June). Rising Sophomore Abroad Program: A model for professional formation of globally competent engineers. Proceedings of the 122nd Annual Conference of the American Society for Engineering Education, Seattle, Washington.

Knight, D.B. (2014). Reversing the logic: An outcomes-based student typology for determining ‘what works’ in promoting an array of student learning outcomes. Educational Evaluation and Policy Analysis, 36(2), 145-169.

Paretti, M. C. & Powell, K. (Eds.). (2009). Assessing Writing. Tallahassee, FL: Association of Institutional Research. https://www.airweb.org/EducationAndEvents/Publications/eLibrary/Pages/default.aspx

Paretti, M. C. (2013). Towards an integrated assessment framework: using activity theory to understand, evaluate, and enhance programmatic assessment in integrated content and language learning. Journal of Academic Writing 3(1): 96-119. http://e-learning.coventry.ac.uk/ojs/index.php/joaw/article/view/100

So Yoon Yoon, P.K. Imbrie, Joe J. J. Lin and Kenneth Reid, “Validation of the Student Attitudinal Success Inventory II for Engineering Students,”  American Society for Engineering Education Annual Conference Proceedings (ERM Division), June 2014.  [Best Paper, Educational Research and Methods Division - https://peer.asee.org/validation-of-the-student-attitudinal-success-inventory-ii-for-engineering-students]

Kenneth Reid, Tyler Hertenstein, Graham Fennell, Elizabeth Spingola and David Reeping, “Development of a First-Year Engineering Course Classification Scheme,” American Society for Engineering Education Annual Conference Proceedings, June 2013. [https://peer.asee.org/development-of-a-first-year-engineering-course-classification-scheme]

Debra Gallagher and Kenneth Reid, “Engineering within K-12 from the Teacher’s Perspective: Effectively Integrating Engineering Activities Tied to Educational Standards,” American Society for Engineering Education Annual Conference Proceedings, June 2013. [https://peer.asee.org/engineering-within-k-12-from-the-teacher-s-perspective-effectively-integrating-engineering-activities-tied-to-educational-standards]

Adams, A.N., Brock, R.J., Gordon, K.A., Grohs, J.R., & Kirk, G.R. (2014). Service, dialogue, and reflection as foundational elements in a living learning community. Journal of College and Character, 15(3), p 163-171. doi:10.1515/jcc-2014-0021

Grohs, J.R. (2012). Carefully, thoughtfully exploring the “I” in reciprocity: Practitioner reflections
in striving for self-authoring student-citizens. Journal of College and Character, 13(3), p 1-7.
doi:10.1515/jcc-2012-1886

*Groen, C., McNair, L.D., and Paretti, M.C. (2015). Prototypes and the Politics of the Artefact: Visual Explorations of Design Interactions in Teaching Spaces. CoDesign, 1-16.

McNair, L.D., *Newswander, C., *Boden, D. and Borrego, M. (2011). Faculty and Student Interdisciplinary Identities in Self-Managed Teams. Journal of Engineering Education, 100(2) 274-296.

McNair, L.D. and Paretti, M.C. (2010). Activity theory, speech acts, and the ‘doctrine of infelicity’: Connecting language and technology in globally networked learning environments. Journal of Business and Technical Communication, 24(3), 323-357.

Bairaktarova, D., Bernstein, W., Reid, T. & Ramani, K. (2016). Beyond Surface Knowledge: An Exploration of How Empathic Design Techniques Enhances Engineers Understanding of Users’ Needs. International Journal of Engineering Education, Vol. 32, No. 1 (A), pp. 1-12.

Bairaktarova, D. & Woodcock, A. (2015). Engineering Ethics Education: Aligning Practice and Outcomes. IEEE Communications Magazine, November 2015, Volume 53, Issue 11, DOI: 10.1109/MCOM.2015.7321965

Pilotte, M. K., Bairaktarova, D. & Evangelou, D. (2013). Trans-discipline engineering communication characteristics and norms: An exploration of communication behaviours within engineering practice. Australasian Journal of Engineering Education, Vol. 19, No. 2, pp. 87-99, http://dx.doi.org/10.7158/D12-009.2013.19.2.

Bairaktarova, D. & Evangelou, D. Creativity and science, technology, engineering, and mathematics (STEM) in Early Childhood Education. In Contemporary Perspectives in Early Childhood Education, Saracho, O. & Spodek, B. (Eds.), June, 2012.

Knight, D.B., Callaghan, D., Baldock, T., & Meyer, J.H.F. (2013). Identifying threshold concepts: Case study of an open catchment hydraulics course. European Journal of Engineering Education, 39(2), 125-142.

Meyer, J.H.F., Knight, D.B., Callaghan, D.C., & Baldock, T.E. (2015). An empirical exploration of metacognitive assessment activities in engineering. European Journal of Engineering Education, 40(3), 309-327.

Meyer, J.H.F., Knight, D.B., Callaghan, D.P., Baldock, T.E. (2015). Threshold concepts as a focus for metalearning activity: Application of a research-developed mechanism in undergraduate engineering. Innovations in Education and Teaching International, 52(3).

Jones, B. D., Osborne, J. W., Paretti, M. C., & Matusovich, H. M. (2014). Relationships among students’ perceptions of a first-year engineering design course and their engineering identification, motivational beliefs, course effort, and academic outcomes. International Journal of Engineering Education 30(6(A)): 1340-1356.  http://www.ijee.ie/contents/c300614A.html

Paretti, M. C. & McNair, L. D. (2012). Analyzing the intersections of institutional and discourse identities in engineering work at the local level. Engineering Studies, 4(1):55-58. Reprinted in J. Leydens (Ed.), Sociotechnical Communication in Engineering. New York: Routledge, 2014. http://www.tandfonline.com/doi/abs/10.1080/19378629.2011.652120

Lutz, B. D., Ekoniak, M. R., Paretti, M. C., & Smith, C. S. (2015). Student perspectives on capstone design learning. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, USA, 26.1425.1 - 26.1425.12, doi: 10.18260/p.24762  https://peer.asee.org/student-perspectives-on-capstone-design-learning

Lilianny Virguez, Kenneth J. Reid, “Work in Progress: Analysis of Change in Motivational Constructs for First-Year Engineering Students during the Revision of a First-Year Curriculum,” First Year Engineering Experience Conference, August 2015.

Montfort, D., Herman, G., Brown, S., Matusovich, H. M., Streveler, R. A., & Adesope, A. (2015). Patterns of student conceptual understanding across engineering content areas. International Journal of Engineering Education. Vol. 31(6A), pp. 1587–1604.

Matusovich, H. M., Streveler, R. A., and Miller, R. L. (2010). Why do students choose engineering? A qualitative, longitudinal investigation of students' motivational values. Journal of Engineering Education. 99(4):289-303.

Brown, P. R., McCord, R. M., Matusovich, H. M., & Kajfez, R. L. (2014). The use of motivation theory in engineering education research: A systematic review of literature. European Journal of Engineering Education. 40(2), 186-205.

Grohs, J.R., Maczka, D.K., Soledad, M., Bagalkotkar, K. (2016). Exploring the Feasibility of an Educational Computer Game as a Novel Means of Assessing Problem Solving Competencies. Proceedings of the 123rd Annual Conference of the American Society for Engineering Education, New Orleans, LA.

Grohs, J.R., Young, G., & Knight, D.B., (2015). Investigating links between motivation, student
learning strategies, and achievement on high stakes tests in large undergraduate courses.
Proceedings of the 1st Annual Conference on Teaching Large Classes, Blacksburg, VA.

*Svyantek, M.V., Kajfez, R. L., and McNair, L.D. (2015). Teaching vs. Research: An Approach to Understanding Graduate Students' Roles through ePortfolio Reflection. International Journal of ePortfolio 5.2: 135-154.

McNair, L.D., *Davitt, M., and *Batten, G. (2015). Outside the ‘Comfort Zone’: Impacts of Interdisciplinary Research Collaboration on Research, Pedagogy, and Disciplinary Knowledge Production. Engineering Studies, forthcoming April 2015. Accepted for publication October 2014.

*Venters, C., McNair, L.D., and Paretti, M.C. (2014). Writing and Conceptual Knowledge in Statics. Paper presented at the Frontiers in Education annual conference, Madrid, Spain, October 2014.

Knight, D.B., Cameron, I.T., Hadgraft, R.G., & Reidsema, C. (in press). Faculty and organizational influences on the adoption of positive teaching and learning practices across Australian undergraduate engineering education. International Journal of Engineering Education.

Lattuca, L.R., Bergom, I., & Knight, D.B. (2014). Professional development, departmental contexts, and use of instructional strategies. Journal of Engineering Education, 103(4), 549-572.

Lattuca, L.R., Terenzini, P.T., Knight, D.B., & Ro, H.K. (2014). 2020 Vision: Progress in preparing the engineer of the future.

Beth Holloway, Teri Reed-Rhoads, P.K. Imbrie and Kenneth Reid: “A Case Study of Policy Change: Admissions Practices Focusing on Undergraduate Engineering,” Journal of Engineering Education special issue on Educational Policy, April 2014.  [William Elgin Wickenden Award, American Society for Engineering Education, 2015]

Kenneth J. Reid and Eric T. Baumgartner, “Toward a New Paradigm: A Bachelor of Science Degree with a Major in Engineering Education,” ASQ STEM Agenda Conference, July 2011.

Matusovich, H., Paretti, M.C., McNair, L.D., and *Hixson, C. (2014). Faculty Motivation: A Gateway to Transforming Engineering Education. Journal of Engineering Education 103(2): 302-330.

McNair, L.D., Baum, L., and *Mouchrek, N. (2016). “Student Persistence Through Uncertainty Toward Successful Creative Practice.” Submitted to the ASEE Annual Conference, New Orleans, LA, June 2016.

Grohs, J.R., Soledad, M., Knight, D.B., & Case, S. (2016). Understanding the effects of transferring in statics credit on performance in future mechanics courses. Proceedings of the 123rd Annual Conference of the American Society for Engineering Education, New Orleans, LA.