​GLIDE Research Areas

The GLIDE research group studies ways to prepare engineering students for success in identifying and solving real engineering problems in real work environments. 
Within this broader goal, our work falls into three categories:
  • Designing and assessing different types of global engineering programs to better understand global engineering competency and its development in students and engineers.
  • Exploring student experiences, learning, and development through experiential learning opportunities (e.g., undergraduate research, internships, study abroad).
  • Developing innovative methods for teaching and assessing systems thinking skills in engineering courses, including exploring interdisciplinary pedagogical approaches.
​Read more about current projects and publications in each category below.

Global Engineering Programs
We explore the intentional design and assessment of global engineering programs, a term we use to include study abroad as well as experiences that don't require travel, such as in-class activities and global virtual team projects. Our projects study student learning in international, local, and virtual global experiences as well as program design factors that can impact student experiences and learning outcomes. We also consider what types of learning outcomes can be achieved through these experiences and different approaches to assess those outcomes.
​
Select Publications
  • Wrobetz, A.*, Davis, K. A., Artiles, M. S., & Murzi, H. (2024). Engineering students learning abroad: Experiences captured via longitudinal video reflections. IEEE Transactions on Education (67)3. 423-433.   https://doi.org/10.1109/TE.2023.3337783
  • Davis, K. A., & Knight, D. B. (2023). Assessing learning processes rather than outcomes: Using critical incidents to explore student learning abroad. Higher Education, 85, 341-357. http://doi.org/10.1007/s10734-022-00836-6
  • Davis, K. A., Jesiek, B. K., & Knight, D. B. (2023). Exploring scenario-based assessment of students' global engineering competency: Building evidence of validity of a China-based situational judgement test. Journal of Engineering Education, 112(4), 841-1166.   http://doi.org/10.1002/jee.20552​

​Related Research Grants
  • Exploring the Impact of Global Undergraduate Experiences on Engineers' Career Pathways and Approaches to Engineering Work. Davis, K. A. (PI), Tort, J. (Co-PI). National Science Foundation (EEC-2308607), awarded October 2023.

Experiential Learning Opportunities
We seek to understand student learning through experiential learning opportunities, such as undergraduate research, internships, and study abroad. These experiences can help students apply their engineering knowledge and skills in a setting that is more realistic to what they will experience once they join the workforce. Much of our work in this area so far has focused on undergraduate research experiences, particularly NSF-funded international research experience for students (IRES) programs.

Select Publications
  • Davis, K. A., Holloman, T. K., Deters, J. R., & Knight, D. B. (2023). Exploring narratives of researcher development for student researchers abroad.  Studies in Engineering Education, 4(1). http://doi.org/10.21061/see.85
  • ​Davis, K. A., Sanderlin, N. P., & Knight, D. B. (2022). Applying organizational lenses to understand the potential for international research experiences for students to catalyze broader internationalization. Internationalisation of Higher Education, 3, 5-19. https://doi.org/10.36197/INT.3-2022.01
  • Maul, S.*, Sanderlin, N., Knight, D. B., & Davis, K. A. (2022). Faculty perspectives on how to reimagine international research for students in a virtual world. 2022 IEEE Frontiers in Education Conference.   http://doi.org/10.1109/FIE56618.2022.9962625

​Related Research Grants
  • Reimagining International Research for Students in a Virtual World. Davis, K. A. (PI), Knight, D. B., Sanderlin, N. P. (co-PIs). National Science Foundation (OISE-2106093), awarded May 2021. (In collaboration with Virginia Tech)
  • IRES: US-Kenya Collaboration to Foster Underrepresented Students' Capacity in Community-Based Engineering Education Research. DeBoer, J. (PI), Davis, K. A., Claussen, S. (co-PIs). National Science Foundation (OISE-2153675), awarded May 2022. (In collaboration with San Francisco State University)

Developing Systems Thinking
We develop and study innovative methods for teaching and assessing systems thinking skills in engineering programs, including exploring interdisciplinary pedagogical approaches. One current study focuses on how integrating humanities approaches into engineering may support systems thinking skills. As part of this project, we have also explored different scenario-based methods for assessing systems thinking. We are also interested in how systems thinking can support student preparation for work in application areas such as cybersecurity and semiconductors.

Select Publications
  • Joshi, S. S.*, Mukherjee, P.*, Davis, K. A., & Davis, J. C. (2024).   Introducing systems thinking as a framework for teaching and assessing threat modeling competency.  American Society for Engineering Education 2024 Annual Conference.   https://doi.org/10.18260/1-2--47684
  • Davis, K. A., Ghaffarzadegan, N., Grohs, J., Grote, D., Hosseinichimeh, N., Knight D. B., Perry, L., & Triantis, K. (2023). Comparing self-report assessments and scenario-based assessments of systems thinking competence. Journal of Science Education and Technology.   http://doi.org//10.1007/s10956-023-10027-2
  • Davis, K. A., Joshi, S. S.*, Czerwionka, L., Montalvo, F. J., Rios-Rojas, G. O., Tort, J., William, J. M., & Nauman, E. (2021). Integrating the humanities with engineering through a global case study course. Journal of International Engineering Education.   https://digitalcommons.uri.edu/jiee/vol3/iss1/4/

Related Research Grants
  • Integrating the Humanities and Global Engineering. Czerwionka, L. (PI), Davis, K. A. (co-PI). National Endowment for the Humanities (AKB-291057-23 ), awarded August 2023.
Why study these topics?
These research interests are founded in Dr. Davis's industry work experience and observations of the disconnect between what is taught in the engineering classroom and what happens in the engineering workplace. Engineering programs typically focus on closed-ended math and science problems when real engineering problems are open-ended, housed within complex systems, and involve working with people from different backgrounds.

​The GLIDE research group addresses this disconnect by exploring educational experiences that better align with the realities of engineering work and identifying methods for teaching and assessing professional skills that will prepare engineering students to succeed in the work environment. ​