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Dr. James Huff is an Assistant Professor of Engineering Education and teaches courses in design thinking and ethics. In the context of his research lab Beyond Professional Identity (BPI), he mentors undergraduate students, doctoral students, and academic professionals in using interpretative phenomenological analysis (IPA) as a qualitative research method to conduct psychological investigations on identity as experienced in and out of professional domains. He received his Ph.D. in Engineering Education and M.S. in Electrical and Computer Engineering from Purdue University. Dr. Huff also received his B.S. in Computer Engineering from Harding University

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Benjamin Okai is a Postdoctoral Research Associate and an instructor at Harding University. By profession, I'm a counselor educator and supervisor with a strong motivation and active engagement in scholarship and research in psychosocial studies simply because through these academic professional endeavors my professional growth and development can be enhanced, contribute to the body of research in psychology and social sciences, develop a strong network with colleagues in academia and research, broaden my knowledge base, engage in evidence-based practices to promote the quality of life, and ultimately be an avid contributor to the world of academia through research, peer reviews, and publications.

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I am a graduate student at Pennsylvania State University in the mechanical engineering department. Previously, I was a member of the Beyond Professional Identity research group based in Harding University located in Searcy, Arkansas. I plan to further my studies in engineering education particularly regarding what it takes to equip students for work in development and sustainability.

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Dr. Nicola Sochacka is the Associate Director for Research Initiation and Enablement in the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Her research interests include interpretive research quality, systems thinking, diversity, STEAM (STEM + Art) education, and the role of empathy in engineering education and practice. Her work has been recognized through multiple best paper awards and keynote presentations at international and national conferences and workshops.

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Dr. Joachim Walther is an Associate Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of engineering. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.

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Stephen received a PhD in education at the University of Maryland researching engineering education. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught an introduction to engineering to undergraduate engineers and to practicing K-12 teachers. Stephen's research interests include equity, culture, and the sociocultural dimensions of engineering education.

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I am an undergraduate psychology major anticipating graduation in December of 2019. I am
a member of the Beyond Professional Identity research group based in Harding University located in
Searcy, Arkansas. I plan to further my studies in psychology through attending a graduate program for school or child psychology. It is my hope that these processes can lead to a career as both a researcher and practitioner.

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Dr. Jeremiah Sullins is an Associate Professor of Psychology in the Department of Behavioral Sciences at Harding University. As a cognitive psychologist his primary interests are in the learning sciences. His research focus is on learning/educational technologies, with branches extending into emotions, pedagogical strategies, tutorial dialogue/interaction, mechanisms of feedback, and question asking.

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Shari E. Miller is an Associate Professor and the Associate Dean of the School of Social Work at the University of Georgia. Her research focuses broadly on social work education and the social work profession with specific areas ranging from educational innovation, thinking in and for social work, development of theory, inter- and trans-disciplinary and inter-professional education and practice, and professional socialization. She has experience teaching across the social work education continuum, with an emphasis on theory, practice, and the relationship between theory, research, and practice. She is engaged in an ongoing collaborative research program with colleagues from engineering to develop inter-disciplinary approaches to education for reflective inter-professional practice in a global society. She also collaborates with colleagues from multiple disciplines on community engaged projects focused on sustainability.

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