Nadia Kellam’s research while affiliated with Arizona State University and other places

... Though the I 2 Framework was crafted through analysis of a major change effort at only one institution, I 2 provides a model for others to think about how to design such change and how it might play out in their unique context. For example, in the review of RED abstracts discussed above and in a cross-site study of RED programs (Davis et al., 2024;Svihla et al., 2023), most programs foregrounded learning or DEIJ, rather than incorporating these goals in a meaningful way at both classroom and departmental levels. Notably, I 2 asks change agents to consider DEIJ and learning as part of the same phenomenon rather than separate, parallel goals. ...

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Inclusive Excellence in Practice: Integrating Equitable, Consequential Learning and an Inclusive Climate in Higher Education Classrooms and Institutions

... Our research aims to contribute to work outside the deficit-asset paradigm. Given the increasing number of self-identifying and diagnosed ADHDers in engineering [27], the evolving de-stigmatization of the diagnosis, the increasing acknowledgment of the affordances provided by ADHD traits in creativity and problem-solving, and the recognition that changing traditional educational paradigms help learners connect and internalize challenging engineering course material [23], it is of timely importance that educators better understand how ADHD-having engineering students and faculty cope with traditional engineering education so we can target more effective ways of teaching and learning engineering to retain these groups and make our problem solving and solution generation more effective. ...

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Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories

... The findings underscore the importance of understanding individual differences-such as prior educational experiences, cultural backgrounds, and social dynamics-when designing curricula and instructional practices in higher education. These factors impact how online students engage with course content and their learning environment, e.g., a sense of belonging to the study programs [40], [41]. Further, the mixed perceptions regarding online and hybrid learning environments point to the necessity for educators to remain adaptable and responsive to the evolving educational landscape. ...

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Exploring Learning Methods in Higher Education: Analyzing Online Engineering Students' Learning Preferences Through Constructivist Perspectives

... College Engineering [17], [19]- [27] [5], [16], [28]- [31] [32], [33] In the next section we present an overview of teacher empathy in K-12, teacher or faculty empathy at the college level in general, and teacher or faculty empathy in engineering specifically. ...

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What is teacher empathy in engineering education? A review of the literature

... Engineering education researchers have already brought the phenomenon of power into the conversation. From a critical perspective, the community has published work about bringing power into the curriculum [4], how power is perpetuated in student feedback [5], and even as a tool to explore power dynamics within research teams [6]. Of course, the exploration and questioning of power is foundational to critical perspectives, such as Feminist perspectives, Critical Race Theory, and Critical Pedagogy. ...

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Exploring Undergraduate Engineering Students' Understanding of Power Dynamics

... The study raised concerns about the frequency and severity of racial microaggressions that Black men experience in higher education, focusing especially on their interactions with faculty advisors across multiple contexts (e.g., classroom, research settings, academic meetings). Such interactions are not limited to faculty as similar dynamics have been experienced by peers as well (Burt et al. 2018;Coley & Thomas 2023;Greene et al. 2019;McGee & Kruger 2022). Showing that these interactions can be impacted by the setting in which engagement occurs further warrants investigating the extent to which the culture of engineering, and the greater institutions of which they are a part, are operationalized in the microcosms of the institution such as its makerspaces. ...

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Academic Makerspaces in Context: An Exploratory Study of the Experiences of Black Men

... This work also helps us begin the process of identifying oppressive policies, procedures, and structures that work against military student "success" (e.g., participation, persistence, and thriving) in undergraduate engineering programs (research plan) for the ultimate purpose of working to dismantle them in practice (education plan Figure 1). This work adds to the growing body of literature that employ asset-based approaches to understand military student experience and outcomes in engineering education [e.g., [18][19][20][21]. This work further adds to an increasing use of liberative approaches to research and practice in engineering education more generally for the ultimate purpose of transformation in engineering education for all oppressed groups [e.g., [22][23][24]. ...

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CAREER: ‘Support our Troops’: Re-storying Student Veteran and Service Member Deficit in Engineering through Professional Formation and Community Advocacy: YEAR 1

... Narrative and counter-narrative research focus on sense-making and co-construction between the researcher and storyteller (i.e., participant; Coly et al., 2024). Through sense-making, the participant uses his or her own identity, experiences, and knowledge to make sense of their stories (Dervin, 1998); through co-construction, the researcher collaborates with the participant in interpreting and making meaning of the connecting experiences (i.e., co-constructing). ...

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When Participants Embody the Answer: A Narrative Case Study of Community Leadership

... The findings underscore the importance of understanding individual differences-such as prior educational experiences, cultural backgrounds, and social dynamics-when designing curricula and instructional practices in higher education. These factors impact how online students engage with course content and their learning environment, e.g., a sense of belonging to the study programs [40], [41]. Further, the mixed perceptions regarding online and hybrid learning environments point to the necessity for educators to remain adaptable and responsive to the evolving educational landscape. ...

Reference:

Exploring Learning Methods in Higher Education: Analyzing Online Engineering Students' Learning Preferences Through Constructivist Perspectives

... There has been a large amount of theorizing and research on agency within the field of science education [6]- [14] and this topic has received growing attention in EER [3], [4], [15]- [17]. Agency may be considered instances where people take self-driven actions, but these have to be reconciled with social structures (e.g., classroom norms and expectations) that constrain what actions can be taken [12]. ...

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Exploring how Students Grapple with Agency in Open-Ended Engineering Problems