We are always excited to hear from motivated students who are passionate about engineering education research. Below you’ll find information about our group culture, opportunities, and how to reach out effectively.

Our group is built on the principles of collaboration, curiosity, respect, and continuous learning. We value interdisciplinary approaches, support each other’s professional growth, and strive to create a welcoming environment for all students.New students typically start by getting familiar with our current research projects and participating in ongoing group meetings. We encourage students to think creatively, ask questions, and actively shape their own research journey. You can learn more about our group expectations and structure in our Group Manual – feel free to request seeing a copy! Depending on the time of year and project needs, there may be opportunities for doctoral research assistantships and undergraduate research opportunities. We welcome inquiries from students with a variety of backgrounds and experiences. Enthusiasm, reliability, and an eagerness to learn are more important than having the “perfect” technical background.

FAQs

Q: Do I need prior research experience to join?
No — curiosity, commitment, and a willingness to learn are the most important qualities.

Q: Are there funded positions available?
Funding varies by project. When possible, funded opportunities are posted here or announced through departmental channels.

Q: What potential topics could we explore together if you were my advisor?

You are welcome to research topics that align directly with my current or past projects. I also welcome students any of the following areas or beyond. Just ask. 

• Advising Relationships: Examining how trust, communication, and shared expectations within advising relationships influence student persistence, development, and scholarly growth.
• Minorities and Hispanic-Serving Institutions in Engineering: Investigating how institutional structures, cultural contexts, and community commitments shape the experiences of historically minoritized students pursuing engineering pathways within HSIs.
• Teaching and Mentorship: Reflecting on pedagogy, learning to guide others, and balancing multiple academic roles.
  
• Identity, Belonging, and Motivation: Examining how students and professionals experience belonging, identity, and community across educational and institutional spaces.
  
• Well-Being in Academia: Exploring the conditions that allow individuals and groups to flourish in demanding academic and agricultural contexts.
• Professional Pathways in Academia: Studying how mentoring, advising, and organizational structures shape doctoral trajectories and career development.
  
• Research Development: Understanding how scholars grow over time: the skills, mindsets, and supports that allow them to evolve into independent, impactful researchers.