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Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Polytechnic Institute and State University. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to being a faculty member, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University.

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Brooke Coley, PhD is an Assistant Professor in Engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Dr. Coley is Principal Investigator of the Shifting Perceptions, Attitudes and Cultures in Engineering (SPACE) Lab that aspires to elevate the experiences of marginalized populations, dismantle systematic injustices, and transform the way inclusion is cultivated in engineering through the implementation of novel technologies and methodologies in engineering education. Intrigued by the intersections of engineering education, mental health and social justice, Dr. Coley’s primary research interest focuses on virtual reality as a tool for developing empathetic and inclusive mindsets among engineering faculty. She is also interested in hidden populations in engineering education and innovation for more inclusive pedagogies.

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Julia Brisbane is a Ph.D. student in the Engineering Education Department at Virginia Tech and an M.S. student in the Virginia Tech – Wake Forest University School of Biomedical Engineering and Sciences Engineering. She received her Bachelors of Science in Bioengineering from Clemson University. She was previously an undergraduate research assistant in Clemson University's Engineering and Science Education Department. Her research interests include undergraduate research experiences, diversity and inclusion in engineering, and intersectionality.

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Natali Huggins is a PhD student in the Higher Education program at Virginia Tech. She holds a master’s in public administration from the National Experimental University of Táchira in Venezuela. She has several years of experience in higher education administration and internal audit in Venezuela. Her research interests include diversity and inclusion in graduate education, particularly international and Latinx graduate students’ persistence and development. She is interested in supporting students in their transition and adaptability to higher education in the United States.

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Karen J. Gilbert is a Doctoral Candidate in Higher Education Administration within the Department of Higher Education of the College of Liberal Arts and Sciences at Virginia Tech. She is currently serving as a Graduate Research Assistant for Dr. Holly Matusovich, Assistant Department Head of Undergraduate Programs for Engineering Education in the College of Engineering. Karen previously worked as a Graduate Assistant for Dr. Rachel Holloway, Vice Provost for Undergraduate Academic Affairs at Virginia Tech and conducted research related to student success for three years on topics such as mentoring, tutoring, student athlete academic support, internships, student academic centers, and transfer students. Karen was the inaugural Coordinator of the Transfer Student living learning community created to support new transfer students, as part of this graduate assistant role. She holds a B.S. in Business Administration and a Master’s in Public Administration from Southern Illinois University at Edwardsville, IL. Karen previously was employed for over twenty years in the career areas of regional planning, economic development, public relations, and community engagement. She worked for Virginia Tech in the College of Engineering and the Center for Student Engagement and Community Partnerships for 11 years. Her research focuses on fostering and sustaining a specific type of cross-sector partnership, campus community partnerships. Karen’s dissertation in progress is on the topic of Leader Perceptions of Campus Community Partnerships in a Community College Setting, focusing on the formation process and the value created.

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