Matthew W. Ohland is Professor of Engineering Education at Purdue University and a Professorial Research Fellow at Central Queensland University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $12.8 million from the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011. Dr. Ohland is past Chair of ASEE’s Educational Research and Methods division and a member the Board of Governors of the IEEE Education Society. He was the 2002–2006 President of Tau Beta Pi.
Catherine E. Brawner is President of Research Triangle Educational Consultants. She received her Ph.D.in Educational Research and Policy Analysis from NC State University in 1996. She also has an MBA from Indiana University (Bloomington) and a bachelor’s degree from Duke University. She specializes in evaluation and research in engineering education, computer science education, teacher education, and technology education. Dr. Brawner is a founding member and former treasurer of Research Triangle Park Evaluators, an American Evaluation Association affiliate organization and is a member of the American Educational Research Association and American Evaluation Association, in addition to ASEE. Dr. Brawner is also an Extension Services Consultant for the National Center for Women in Information Technology (NCWIT) and, in that role, advises computer science departments on diversifying their undergraduate student population. Dr. Brawner previously served as principal evaluator of the NSF-sponsored SUCCEED Coalition. She remains an active researcher with MIDFIELD, studying gender issues, transfers, and matriculation models in engineering.
Xingyu Chen is a Ph. D. student in the School of Engineering Education at Purdue University. She obtained her master’s degree in operational research and bachelor’s degree in mathematics from Zhejiang University, China. She started to pursue her Ph.D. degree in engineering education at Purdue in 2010. She is working with Dr. Ohland on the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD), and also on the Integrated Postsecondary Education Data System (IPEDS) database.
Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, “Empowering Students to be Adaptive Decision-Makers.”
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