visit author page

Amy is a passionate educator who believes in accessibility and equal access to education for all. A part of the UGA Online Learning team, Amy has extensive experience in developing, designing, and supporting impactful online courses at the undergraduate and graduate levels. Outside of her work at UGA, Amy has experience as a library media specialist and technology instructor in K12 classrooms. As an instructor, a course developer, and a human, Amy believes that online-delivered courses remove barriers to education and the pursuit of education is a part of our mission at UGA.

visit author page

visit author page

Beshoy Morkos is an associate professor in the College of Engineering at the University of Georgia where he directs MODE2L (Manufacturing Optimization, Design, and Engineering Education Lab) Group. His research group currently explores the areas of system design, manufacturing, and their respective education. His system design research focuses on developing computational representation and reasoning support for managing complex system design through the use of Model Based approaches. The goal of Dr. Morkos’ manufacturing research is to fundamentally reframe our understanding and utilization of product and process representations and computational reasoning capabilities to support the development of models which help engineers and project planners intelligently make informed decisions. On the engineering education front, Dr. Morkos’ research explores means to improve persistence and diversity in engineering education by leveraging students’ design experiences. Dr. Morkos’ research is supported by federal [National Science Foundation (NSF), Office of Naval Research (ONR), United States Navy, United States Department of Agriculture (USDA), NASA Jet Propulsion Laboratory (JPL)] and industry partners [Blue Origin, Lockheed Martin, Sun Nuclear, Northrop Grumman, Rockwell Collins, PTC, Alstom].

visit author page

visit author page

Andrew Jackson is an Assistant Professor of Workforce Education at the University of Georgia. His teaching and research interests relate to design-based learning and teaching in technology and engineering contexts. His current work explores how students navigate open-ended problem solving and design work, and seeks to enhance design teaching and learning through teacher partnerships and classroom research. Andrew received a PhD in Technology through Purdue's Polytechnic Institute, with an emphasis on Engineering and Technology Teacher Education, and completed postdoctoral research at Yale University. He is the recipient of a 2015 Ross Fellowship from Purdue University. He was been recognized as a 21st Century Fellow by the International Technology and Engineering Educators Association and as a Teaching Academy Fellow by the University of Georgia.

visit author page

visit author page

Nathaniel Hunsu is currently an assistant professor of Engineering Education at the University of Georgia. He is affiliated with the Engineering Education Transformational Institute and the school of electrical and computer engineering at the university. He holds a PhD in Educational Psychology from Washington State University. His research interests are in learning and cognition, students’ engagement in their learning contexts, and the assessment of learning and engagement in engineering classrooms. He conducts studies that examine student engagement and academic resilience in engineering education. He is currently the principal investigator on two NSF-funded projects. The first project examines factors that influence academic resilience among engineering students, while the other involves the development of a diagnostic tool to identify students’ misconceptions in electrical engineering.

visit author page

visit author page

Dr. May is an Assistant Professor in the Engineering Education Transformations Institute. He researches online and intercultural engineering education. His primary research focus lies on the development, introduction, practical use, and educational value of online laboratories (remote, virtual, and cross-reality) and online experimentation in engineering instruction. In his work, he focuses on developing broader educational strategies for the design and use of online engineering equipment, putting these into practice and provide the evidence base for further development efforts. Moreover, Dr. May is developing instructional concepts to bring students into international study contexts so that they can experience intercultural collaboration and develop respective competences. Dr. May is President of the International Association of Online Engineering (IAOE), which is an international non-profit organization to encourage the wider development, distribution, and application of Online Engineering (OE) technologies and its influence on society. Furthermore, he serves as Editor-in-Chief for the International Journal of Emerging Technologies in Learning (iJET) intending to promote the interdisciplinary discussion of engineers, educators, and engineering education researchers around technology, instruction, and research. Dr. May has organized several international conferences in the Engineering Education Research field. He is currently program co-chair and international program committee member for the annual International Conference on Remote Engineering and Virtual Instrumentation (REV) and served as a special session committee member for the Experiment@ International Conference Series (exp.at).

visit author page