visit author page

Dr. Haolin Zhu earned her BEng in Engineering Mechanics from Shanghai Jiao Tong University and her Ph.D. in Theoretical and Applied Mechanics from Cornell University, with a focus on computational solid mechanics. Dr. Zhu is a Senior Lecturer of the freshman engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State University (ASU) and the recipient of the Fulton Outstanding Lecturer Award. In this role, she focuses on designing the curriculum and teaching in the freshman engineering program and the mechanical engineering program. She is also the Assistant Director of the NAE Grand Challenges Scholars Program (GCSP) at ASU and works closely with the Director to ensure the success of the program. Dr. Zhu is also involved in the ASU ProMod project, the Engineering Projects in Community Service program, the Engineering Futures program, the Global Freshman Academy/Earned Admission Program, and the ASU Kern Project. She was a part of the team that designed a largely team and activity based online Introduction to Engineering course. She has also co-developed two unique MOOCs, Introduction to Engineering and Perspectives on Grand Challenges for Engineering for the Global Freshman Academy/ASU Earned Admission Program. Her Ph.D. research focuses on multi-scale multiphase modeling and numerical analysis of coupled large viscoelastic deformation and fluid transport in swelling porous materials, but she is currently interested in various topics in the field of engineering education, such as innovative teaching pedagogies for increased retention and student motivation; innovations in non-traditional delivery methods, incorporation of the Entrepreneurial Mindset in the engineering curriculum and its impact.

visit author page

visit author page

Amy Trowbridge is a Senior Lecturer in the Ira A. Fulton Schools of Engineering at Arizona State University and is the Director of the National Academy of Engineering (NAE) Grand Challenges Scholars Program (GCSP) at ASU. Through the GCSP, Amy aims to prepare students to become globally and socially aware engineers who will lead future efforts to solve the world’s biggest challenges. Amy also helps new schools to develop GCSPs as part of the GCSP Network New Programs committee. She is also actively involved in the Kern Entrepreneurial Engineering Network (KEEN), focused on students’ development of entrepreneurial mindset through GCSP and curriculum. Amy received the 2019 KEEN Rising Star award for her efforts in encouraging students to develop an entrepreneurial mindset. Amy has contributed to the development of a new hands-on multidisciplinary introduction to engineering course, a unique introduction to engineering MOOC, and another MOOC focused on exploring global challenges from an interdisciplinary perspective. She is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning, and values students' use of Digital Portfolios to reflect on and showcase their accomplishments. Amy earned her Master’s degree in Biomedical Engineering from Arizona State University (ASU), and is currently pursuing her PhD in Engineering Education Systems and Design.

visit author page

visit author page

Keirien Taylor is a research assistant at Arizona State University's Office of Evaluations and Educational Effectiveness.

visit author page

visit author page

Building on existing research, I use advanced statistical analyses and research methods to answer questions regarding parenting, family relations, disabilities, and other topics. I also use these skills to evaluate the effectiveness of programs. I use R and other statistical software for my analyses and reports. I am continually expanding my skill set in statistics and data science to best answer research questions.

Leaders in science, policy, and business committed to evidenced-based decision-making embrace the refrain, "Data or it didn't happen." I have adopted this refrain as a guiding principle in my life and work. I use data to make sound decisions and draw conclusions that do not extrapolate beyond the data. When hard data are not available, I wait to make a decision, when possible, or critically evaluate what is known before making a decision.

My extensive training and experience have focused on obtaining and analyzing data. As a firm believer that days of statistical analyses cannot make-up for a missed hour of project design, I value the design process of generating good data. Indeed, some have suggested a revised refrain "Good data or it didn't happen." Good data are data that answer the right question. Part of the design process involves updating measures and methods to answer the question and, in many cases, revising the question to address what we really want to know.

I have invested and continue to invest significant time and effort into developing quantitative and qualitative analytic skills. I do this because it allows me to select the methods that best answer a research question. It also allows me to balance methodological rigor and practical constraints, but still obtain the most correct answer possible. My approach to data analysis is (paraphrasing Einstein) that data analysis should be as simple as possible, but not simpler.

visit author page