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Dr. Matusovich is an Assistant Professor and Assistant Department Head for Graduate Programs in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 8 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies. Matusovich has authored a book chapter, 10 journal manuscripts and more than 50 conference papers.
Rachel McCord is a a Lecturer in the Engineering Fundamentals Division at the University of Tennessee in Knoxville. She received her Ph.D. in Engineering Education from Virginia Tech. Her research interests include the impact of metacognitive and self-regulated learning development on engineering student success, particularly in the first year.
Cheryl Carrico is a Postdoctoral Research faculty member for Virginia Tech. Her current research focus relates to STEM career pathways (K-12 through early career) and conceptual understanding of core engineering principles. Prior to her current role, Dr. Carrico spent over 25 years in the aerospace industry conducting and leading R&D, design engineering, and project management for composite aircraft components. Dr. Carrico received her B.S. in chemical engineering from Virginia Tech, Masters of Engineering from North Carolina State University, MBA from King University, and PhD in Engineering Education from Virginia Tech. Dr. Carrico is a certified project management professional (PMP) and licensed professional engineer (P.E.).
Philip Brown is a PhD candidate in the Department of Engineering Education at Virgnia Tech. His research interests include the use of motivation, cognition and learning theories in engineering education research and practice, and better understanding student perspectives in engineering programs.
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