Side Projects

Things of interest

This slideshow requires JavaScript.


Courses


Publications

  • Reality in the Nuclear Industry: Augmented, Mixed, and Virtual
    • AbstractIn the Nuclear Engineering industry problem-solving and critical-thinking prior to entering into high risk situations are amongst the top skills needed by employees. Training using virtual augmentation in classrooms and simulation labs would prove beneficial to not only enhance learning outcomes but also to improve the efficiency of instruction. Within the area of Probabilistic Risk Assessment (PRA) the focus is on the outcome and ensuring the path taken leads to a favorable conclusion. Currently, PRA is a study of numerical computations to predict the future resultants. This method does not necessarily prepare one for real-world failures. The goal of this work is to show how PRA combined with virtual augmentation methods can be used to improve the effectiveness of calculations and training.
    • Index Terms Augmented Reality (AR), Computer-Assisted Instruction, Electronic Learning (E-Learning), Implementation in Engineering Practices, Nuclear Engineering, Probabilistic Risk Assessment (PRA), Risk Management, Simulation, Software Design, Virtual Augmentation, Virtual Reality (VR), User-Computer Interface
  • As Purple is to Lavender: Exploring Womanism as a Theoretical Framework in Engineering Education
    • Presented at Research on Diversification, Inclusion, and Empathy I
    • AbstractAddressing the diversity challenge in STEM education and the workforce is a central charge for a significant number of educational programs and research endeavors. Black women and girls are one group that has been historically underrepresented in STEM and as a result, a population of interest for many diversity efforts, yet many programs do not adopt a theoretical framework, womanism, created for and by Black women.
      The aim is to motivate other researchers and diversity program leaders to understand and inform their efforts with womanism. In order to achieve this, we will explore the experiences of eight Black women in STEM and analyze their experiences through the lens of womanism. Our aim is to address the gap between STEM education practice and the lived experiences of Black women in STEM through the use of critical, yet often absent theory.
      In order to achieve this, we used two methods that are frequently adopted in womanist scholarship: narrative and a “sister circle.” These methods when paired together offer the opportunity for participants to share out their individual story independently and then engage and discuss the same and related experiences in a group setting.
      The findings suggests that womanism is a very present epistemology for Black women in STEM fields, despite the theory being grounded in sociology and psychology. The strategies that Black women in STEM educational pathways and careers use are very connected with tenants not specifically tied to STEM, nor theories currently used in the field, but rather womanist perspectives. These findings suggest that programs and efforts aimed at supporting Black women in STEM should understand and leverage a womanist perspective to increase the representation of Black women in STEM.
    • CoAuthors– Thomas, L. D., & Watt, D. L., & Cross, K. J., & Magruder, J. A., & Easley, C. R., & Monereau, Y. J., & Phillips, M. R., & Benjamin, A. M. (2016, June), As Purple is to Lavender: Exploring Womanism as a Theoretical Framework in Engineering Education Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26280


Supplemental Materials

  • To be Updated

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s