Innovation through Propagation: Pathways to Studying Engineering, Retention and Diversifying the Learning Community

Susan Lord, Denise Simmons, Larry Shuman
2016 ASEE Annual Conference & Exposition Proceedings   unpublished
She holds a B.S., M.S., and Ph.D. in civil engineering and a graduate certificate in engineering education -all from Clemson University. Until 2012, she was the director of the Savannah River Environmental Sciences Field Station. Dr. Simmons has nearly fourteen years of engineering and project management experience working with public utility companies, a project management consulting company, and a software company. She is a registered professional engineer, project management professional and
more » ... nt professional and LEED accredited professional. Her career vision is to become a global leader in research that builds capacity and broadens the participation of students completing construction and engineering degrees and entering the technological workforce by shaping practices and policies in retention, informal learning, pedagogy, professional competency, workforce development and life-long learning. Her research interests are in investigating students' development of leadership skills and other professional competencies and in students' involvement in curricular, co-curricular and extra-curricular activities. Dr. Simmons is a NSF CAREER award recipient for her research entitled, "Investigating Co-Curricular Participation of Students Underrepresented in Engineering" and a recently funded NSF award entitled "Preparing a 21st Century STEM Introduction Round 1 of the Delphi study of the critical unsolved problems facing engineering education research, described elsewhere 1 , included a question on barriers related to "improving and diversifying the pipeline". Several respondents pointed out that the pipeline metaphor has been challenged in the community for its rigidity and expressed a preference for the "pathways" metaphor, which suggests multiple routes instead of a single route. The pathways metaphor is consistent with the literature. 2,3
doi:10.18260/p.25709 fatcat:k3tbcs2b7zak7oynptcvjaljg4