Networking event between The Southern Polytechnic College of Engineering and Engineering Technology (SPCEET) & The Bagwell College of Education (BCOE)
11/19/2025 - 1:00 -3:30 PM
Location: Interactive Research Methods Lab. Bagwell Education Building | Room BEB 403. 580 Parliament Garden Way. Kennesaw, 30144
Agenda for the event:
- 1:00 - 1:15 PM Welcome
- ADRs - Ivan Jorrin + Adeel Khalid
- VPR - Karin Scarpinato
- Dean's Opening Remarks - Traci Redish & Lawrence Whitman
- 1:15 - 2:30 PM Presentations
- 1:15PM-1:20PM SPCEET Presenter - Ayse Tekes
- 1:20PM-1:25PM BCOE Presenter - Brian R Lawler
- 1:25PM-1:30PM SPCEET Presenter - Simin Nasseri
- 1:30PM-1:35PM BCOE Presenter - Olga Koz
- 1:35PM-1:40PM SPCEET Presenter - Amy Gruss
- 1:40PM-1:45PM BCOE Presenter - Preethi Titu
- 1:45PM-1:50PM SPCEET Presenter - Awatef Ergai
- 1:50PM-1:55PM BCOE Presenter - Anna Arias
- 1:55PM-2:00PM SPCEET Presenter - Robert Keyser
- 2:00PM-2:05PM BOE Presenter - Denise Ross
- 2:05PM-2:10PM SPCEET Presenter - Tadesse Wakjira
- 2:10PM-2:15PM BCOE Presenter - Yvonne Earnshaw
- 2:15PM-2:20PM SPCEET Presenter - Sandip Das
- 2:20PM-2:25PM BCOE Presenter 14 - Arvin Johnson
- 2:25PM-2:30PM SPCEET Presenter 15 - Kamyar Raoufi
- 2:30PM-2:35PM BCOE Presenter 16 - Tiffany Roman
- 2:35PM-3:00PM Ideas Exchange Session / Refreshments
- 3:00PM-3:30PM Optional Facility Tour - Bagwell Labs
Dr. Ayse Tekes
Department of Mechanical Engineering
Multiple Representations of Learning in Undergraduate Engineering Courses
Abstract: Many engineering students struggle to acquire a deep understanding of complex engineering concepts due to the highly mathematical nature of topics such as dynamics and control. Lack of prior knowledge, limitations of large lectures, limited budgets preventing high-quality hands-on experiences, and lack of advanced technological tools that could be utilized to enhance learning contribute to this issue. Physical labs offer hands-on practice and allow students to work on real equipment, while virtual labs provide a simulated environment with increased accessibility and the ability to repeat experiments or simulations as needed. However, educational lab equipment is typically expensive and bulky, which limits access, and few virtual labs have been developed for engineering courses. In both of these cases, the development of appropriate learning support via research-based learning activity design and AI feedback has been minimal. In engineering, an opportunity exists when learning activities blend hands-on equipment and virtual simulations, and AI support, across a variety of course modalities and even for large class sizes. This approach generates multiple representations of learning and has the potential to reinforce students’ understanding of engineering principles. We design and develop low-cost, portable 3D-Printed Lab Equipment (3D-PLE) and their corresponding virtual simulations in MATLAB Simscape. These educational tools have been successfully implemented at Kennesaw State University across multiple courses, ME 4501 (Vibrations and Control Lab), ME 3501 (Dynamic Systems and Control Theory), and ENGR 3125 (Machine Dynamics and Vibrations), as well as at external institutions, including Duke University, the University of Michigan–Dearborn, New Mexico State University, and several institutions in Japan.
Dr. Brian R. Lawler
Department of Secondary and Middle Grades Education
Dr. Lawler's scholarship focuses on equity issues in mathematics education; in particular, the ways in which power and knowledge intertwine to govern the learner's mathematical identity. His core research examines the personal epistemologies of adolescent mathematicians: Do high school maths students see themselves as mathematical authors? This interest leads him to seek to understand the ways that students come to know the school, classroom, and teacher contexts, and how these knowings interact with their mathematical identities. His current research projects (district change and community organizing) focus upon how schools and districts transform their mathematics instruction to foreground student ways of thinking (inventions) against the backdrop of high-stakes education.
Research Field: Math Education Keywords: Mathematics Education; Justice; Qualitative Website: https://facultyweb.kennesaw.edu/blawler4/index.php
Dr. Simin Nasseri
Department of Mechanical Engineering
Student Investigation of Earthquake Resilience: Integrating AI, Numerical Methods and Experimental Analysis for Fluid Viscous Dampers Optimization in Multi-Material Structures
Abstract: This project advances seismic resilience by combining experimental analysis and Finite Element Analysis (FEA). Scaled 3-story models have been manufactured to experimentally study vibration characteristics, while FEA optimizes fluid viscous damper (FVD) configurations for maximum energy dissipation and minimal inter-story drift. Simultaneously, this serves as an engineering education initiative focused on AI integration. Students utilize advanced tools including numerical analysis software (SolidWorks, MATLAB) and hands-on skills (3D printing, vibration equipment setup, data acquisition). Crucially, they are trained to employ AI as a powerful workflow tool for managing complex data, performing efficient literature review, and enhancing data interpretation, technical reporting, and professional presentation.
Dr. Olga Koz
Library - IRML - BCOE
Throughout her training and career in libraries, research centers, and higher education, she has developed strong expertise in the intersection of technology, evidence synthesis, and teaching research methods. With her communication and information technology background and her passion for teaching, she understands how AI and other emerging technologies can provide insights and facilitate teaching and research. At the same time, she is well aware of the consequences of the noncritical adoption of technologies. Combining this expertise with her knowledge of evidence synthesis techniques, she constantly looks for innovative approaches that automate research synthesis.
Research Field: At the intersection of technology, learning, and psychology, I study how researchers create, evaluate, and disseminate research. Keywords: Research synthesis methodology; Information retrieval systems, Website: http://facultyweb.kennesaw.edu/okoz/index.php
Dr. Amy Gruss
Department of Civil and Environmental Engineering
Developing perspective-taking in first-year engineering students through art observation
Abstract: Engineering graduates are expected to navigate stakeholder complexities and approach design problems from multiple viewpoints; however, the emphasis on preparing students for the Fundamentals of Engineering exam can drive pedagogy toward discrete, multiple-choice questions rather than open-ended reasoning. This research uses an art observation technique known as Visual Thinking Strategies (VTS) to practice observation, communication, and active listening, enhancing a student’s perspective-taking skill for future design work. Engineering students enrolled in the first-year Introduction to Civil and Environmental Engineering course (n=104) visited the campus art museum and were provided with two docent-facilitated tours of different types of artwork. Pre- and post-data were collected using the established Interpersonal Reactivity Index (IRI) perspective-taking, or the cognitive empathy, subscale. Outcomes were compared with course sections that did not attend the museum or engage in VTS (control; n = 107) but completed the same instrument and course curriculum during the same time frame. Initial quantitative evidence shows that a two-session VTS museum experience can increase perspective-taking within a regular engineering course timeline. This suggests VTS can provide a low-cost, low-stakes avenue to develop stakeholder engagement competencies without hindering any core technical content.
Dr. Preethi Titu
Department of Elementary and Early Childhood Education (EECE)
Dr. Preethi Titu is an Associate professor of Science Education in the Department of Elementary and Early Childhood Education at the Bagwell College of Education.
She has a background in teaching at higher education settings as well as K-12 schools. Her work focuses on supporting both pre-service and in-service teachers in meaningfully integrating STEM pedagogy into classroom practice. Dr. Titu earned her PhD in STEM Education from the University of Minnesota where her dissertation titled, "Understanding Teacher Professional Identity Development", explored secondary science teacher beliefs and practices through reflective practice.
Her research interests have focused broadly on isPotraitsues of understanding how teachers' beliefs impact their classroom practice, teachers' conception of STEM, teachers' attitudes toward students and the retention of STEM teachers.
Research Field: My research focuses on supporting pre-service and in-service teachers in integrating STEM pedagogy into classroom practice and creating opportunities for students to engage in inquiry based STEM learning. Keywords: STEM Education; Science Education; Equity in Education; Teacher attitudes/beliefs Website: https://facultyweb.kennesaw.edu/ptitu/index.php
Dr. Awatef Ergai
Department of Industrial and Systems Engineering
Integrating Human Factors and Educational Innovation in Engineering and Healthcare Contexts
Abstract: This presentation highlights Dr. Ergai’s journey in advancing engineering education research through interdisciplinary inquiry and evidence-based innovation. Her work focuses on understanding the factors that influence student performance, teamwork, and engagement with technology in engineering contexts. Key studies include investigations of the impact of “cheat sheets” on student learning outcomes, the adoption and perceptions of artificial intelligence among engineering stakeholders including students, faculty, and employers, and the use of Story Circles to strengthen teamwork and communication skills, a project recently funded by the National Science Foundation. Extending beyond engineering education, Dr. Ergai’s research examines cognitive load and stress levels during patient discharge education and, more recently, explores multimodal comparisons of patient interactions with bedside and virtual nurses during heart failure education sessions to improve communication and safety. Collectively, these projects aim to enhance both engineering and healthcare education by fostering teamwork, innovation, and meaningful integration of technology, equipping future engineers and clinicians to create meaningful impact across technology-driven, people-centered environments.
Dr. Anna Arias
Department Elementary and Early Childhood Education
Associate professor of science education at Kennesaw State University and the Principal Investigator for the Hopscotch-4-Scientific Investigation project. She designs, teaches, and assesses multiple sections of content courses each year for elementary teachers in earth/life science and physical science in addition to teaching graduate courses on science education. Dr. Arias taught science for five years in K-8 schools and holds a masters’ degree in Ecology and Evolutionary Biology and Education in addition to a PhD in Science Education. Through her research, grants, and peer-reviewed articles, she focuses on designing and studying learning environments to support knowledge and practice for equitable sensemaking in elementary science teaching.
Research Field: How people learn to engage in the practices of science and engineering such as investigation, analyzing data, argumentation, and solving problems and how to support teachers and students in developing their abilities in these disciplinary practices Keywords: Science and STEM Learning and Teaching, Science and Engineering Practices, Teacher Education, Scientific Investigations
Website:
https://www.kennesaw.edu/irml/hopscotch-4-scientific-investigations/index.php
Dr. Robert Keyser
Department of Industrial and Systems Engineering
AI Applications in Industrial Engineering
Abstract: AI is an emerging technology that is rapidly evolving each day. I want to introduce AI to my industrial engineering students but, first, I must acquire sufficient knowledge of available AI tools, their accessibility, capabilities, and limitations, and learn how to competently use AI tools. With this knowledge, I can create industrial engineering content, such as activities and assignments, and innovatively use AI in my research that results in new discoveries and future publications. Attending seminars about the tremendous potential of AI has its merits, but what has been missing is the “How” aspect of using AI. I am seeking a collaboration with faculty who can help educate me on how to practically use AI.
Dr. Denise Ross
Department of Inclusive Education
Research Field: The AVATAR Lab at Kennesaw State University's Bagwell College of Education is a mixed-reality simulation center that uses lifelike avatars to prepare educators and professionals for real-world interactions. Beyond pedagogical training, the Lab conducts research on how simulation and mixed-reality environments impact teacher preparation and performance, with data showing meaningful skill development. It reflects the Collegeâs broader effort to integrate high-impact technologies into teacher education that mirror real-time challenges in diverse, technology-rich classrooms. 1. Provides safe, controlled environments for practicing teaching and communication skills. 2. Uses responsive avatars to simulate students, parents, or colleagues in realistic scenarios. 3. Supports research demonstrating the effectiveness of mixed-reality experiences for professional growth. 4. Extends application to fields such as business and healthcare for training in interpersonal and leadership skills. Keywords: Mixed simulation reality, PK-12 education research Website: https://www.kennesaw.edu/bagwell/labs/avatar-lab/
Dr. Tadesse Wakjira
Department of Civil and Environmental Engineering
Emerging Technologies for Resilient and Environmentally Efficient Civil Infrastructure
Abstract: The escalating impact of extreme events and environmental pressures demands a fundamental transformation in how civil infrastructure is conceived, designed, and managed. This presentation explores the applications of emerging technologies including artificial intelligence (AI) and advanced materials for resilient and environmentally efficient civil infrastructure. It highlights ongoing research at AI4RISE Lab on the development of AI-driven frameworks for structural assessment, resilient and risk evaluation, and lifecycle optimization to improve infrastructure resilience under extreme conditions while addressing environmental security. Moreover, the presentation focuses on a strong educational mission at AI4RISE Lab to equip the next generation of engineers and researchers with the knowledge and practical skills to harness AI in civil engineering. A key example of this effort is the Hands-on Training in Artificial Intelligence and Machine Learning (HoT-AML) program, a funded initiative designed to empower students, researchers, and faculty with the applied AI and ML skills essential for advancing innovation in the built environment.
Dr. Yvonne Earnshaw
School of Instructional Technology and Innovation
Research Field: My corporate experience helps guide my research agenda that focuses on: learning experience design, online teaching and learning practices in higher education, and workplace preparation of students and faculty. I also value the importance of our students having industry internships and the competencies they need to acquire to be successful in their careers. Keywords: Learning experience design, user experience, online teaching and learning, practitioner preparation, faculty development Website: https://facultyweb.kennesaw.edu/yearnsha/index.php
Dr. Sandip Das
Department of Electrical Engineering
AI-Driven Multimodal Analytics for Monitoring and Enhancing Student Engagement
Abstract: This project aims to develop and implement an AI-driven multimodal sensing and analytics framework that leverages audio and video signal processing to estimate and interpret students’ cognitive and affective engagement in diverse learning contexts, specifically in engineering education. The proposed system integrates advanced computer vision and audio processing with privacy masking, and physiological inference techniques to non-invasively monitor behavioral and biometric indicators of attention. Specifically, the framework will extract multimodal features such as facial micro-expressions, eye gaze dynamics, head pose, posture, prosody, along with speech activity signals to estimate cognitive load and engagement. The research will address three primary objectives:
- 1. Multimodal Signal Fusion and Framework Development: Apply Machine Learning algorithms to extract and interpret audio-visual data and corelate with cognitive and behavioral markers pertaining to learning.
- 2. Engagement Estimation and Validation: Establish interpretable mappings between multimodal indicators and validated measures of attention and engagement, using controlled studies through tests, exams, and instructor feedback.
- 3. Adaptive Feedback and Pedagogical Intervention: Design and implement an AI-mediated intervention framework that transforms multimodal engagement data into actionable pedagogical strategies. The system will generate real-time adaptive feedback loops, enabling instructors to dynamically adjust instructional pacing, modality, and interaction strategies in response to detected fluctuations in attention and engagement. Machine learning models will be integrated with instructional design principles to recommend targeted interventions, such as pop-up quizzes, peer collaboration prompts, or content restructuring to re-engage students exhibiting cognitive fatigue or disengagement.
This project will advance the scientific foundations of multimodal affective computing and AI-enabled learning analytics by developing novel methods for real-time estimation of attention and engagement from naturally occurring audio-visual and physiological signals in a classroom. It will contribute validated datasets, algorithms, and theoretical models linking physiological dynamics to cognitive engagement states. This project will enable new tools for teachers to understand and respond to student engagement. The project’s emphasis on privacy, fairness, and transparency will contribute to national priorities for trustworthy and human-centered AI in education, to achieve improved learning outcomes across various STEM disciplines.
Dr. Arvin Johnson
Department of Educational Leadership
Dr. Arvin Johnson is the Chair & a Professor in the Educational Leadership Department at the Bagwell College of Education at Kennesaw State University. He has held various leadership positions in higher education and K-12. His K-12 experiences range from elementary to high school, including serving as a special education teacher, assistant principal, and principal. In higher education, his experiences include professor, executive director, director, coordinator, and interim school director. Dr. Johnson's research interests include principal professional learning and preparation, instructional technology, finance, and curriculum and instruction. His research agenda includes principal professional learning and preparation, best practices in pedagogy, instructional strategies, teacher retention and attrition, and brain-based learning.
Research Field: Principal professional learning and preparation Keywords: Website: https://facultyweb.kennesaw.edu/ajohn560/index.php
Dr. Kamyar Raoufi
Department of Industrial and Systems Engineering
Advancing Engineering Education Through Sustainability Research: Modeling, Tools, and Frameworks for Informed Decision-Making
Abstract: This presentation introduces an integrated research effort that connects sustainability modeling in manufacturing and supply chains with engineering education. My research focuses on developing data-driven frameworks and user-friendly tools that enable non-expert decision-makers, e.g., engineering students and practitioners, to analyze the sustainability performance of manufacturing processes and supply chain networks. By translating complex sustainability assessment methods into accessible, interactive models, my research supports experiential learning and fosters systems thinking in engineering education. Beyond its technical contributions, my research demonstrates how sustainability principles can be embedded in curriculum design, quantitative learning assessment, and interdisciplinary collaboration across engineering disciplines. Ultimately, my work aims to equip the next generation of engineers with the analytical capabilities and mindset needed to make informed, sustainable decisions in manufacturing and supply chain systems.
Dr. Tiffany Roman
School of Instructional Technology and Innovation
My areas of research include learning technology design and development, technology integration in educational contexts to support teaching and learning, emerging technologies (including AI), STEM teacher professional development, technology-enhanced active learning spaces, and design education (broadly conceived). Recently, I have worked on designing and developing a learning technology tool that supports elementary students' learning of music. The technology that I co-developed with my doctoral student, called SpectrumPlay (Collins & Roman, 2024), enables personalized music learning at scale in inclusive music classrooms (Roman et al., 2024). Young learners struggle with the complex process of learning to read music, particularly students with special needs (Kivijärvi & Väkevä, 2020). SpectrumPlay addresses music complexity through simple, color-based music notation scaffolds with audio note reinforcement. Students use SpectrumPlay in conjunction with a color-coded melodic instrument allowing students to transition from learning to read music to playing independently. Students can choose the level of visual support needed as they move towards standard notation. The tool also has an administrative side that allows new music to be easily added and rendered dynamically for teacher customization. The tool was used by 1600 public school students in spring 2025 and will expand to 3000+ new elementary users in spring 2026 in Georgia.
Research Field: Student engagement within STEM and active learning environments; Design and development of learning technologies Keywords: Learning Technology Design and Development, Technology Integration in Education, Design Education (broadly conceived), STEM Teacher Professional Development. Website: https://facultyweb.kennesaw.edu/troman5/index.php
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Transcript
Networking event between The Southern Polytechnic College of Engineering and Engineering Technology (SPCEET) & The Bagwell College of Education (BCOE)
11/19/2025 - 1:00 -3:30 PM
Location: Interactive Research Methods Lab. Bagwell Education Building | Room BEB 403. 580 Parliament Garden Way. Kennesaw, 30144
Agenda for the event:
Dr. Ayse Tekes
Department of Mechanical Engineering
Multiple Representations of Learning in Undergraduate Engineering Courses
Abstract: Many engineering students struggle to acquire a deep understanding of complex engineering concepts due to the highly mathematical nature of topics such as dynamics and control. Lack of prior knowledge, limitations of large lectures, limited budgets preventing high-quality hands-on experiences, and lack of advanced technological tools that could be utilized to enhance learning contribute to this issue. Physical labs offer hands-on practice and allow students to work on real equipment, while virtual labs provide a simulated environment with increased accessibility and the ability to repeat experiments or simulations as needed. However, educational lab equipment is typically expensive and bulky, which limits access, and few virtual labs have been developed for engineering courses. In both of these cases, the development of appropriate learning support via research-based learning activity design and AI feedback has been minimal. In engineering, an opportunity exists when learning activities blend hands-on equipment and virtual simulations, and AI support, across a variety of course modalities and even for large class sizes. This approach generates multiple representations of learning and has the potential to reinforce students’ understanding of engineering principles. We design and develop low-cost, portable 3D-Printed Lab Equipment (3D-PLE) and their corresponding virtual simulations in MATLAB Simscape. These educational tools have been successfully implemented at Kennesaw State University across multiple courses, ME 4501 (Vibrations and Control Lab), ME 3501 (Dynamic Systems and Control Theory), and ENGR 3125 (Machine Dynamics and Vibrations), as well as at external institutions, including Duke University, the University of Michigan–Dearborn, New Mexico State University, and several institutions in Japan.
Dr. Brian R. Lawler
Department of Secondary and Middle Grades Education
Dr. Lawler's scholarship focuses on equity issues in mathematics education; in particular, the ways in which power and knowledge intertwine to govern the learner's mathematical identity. His core research examines the personal epistemologies of adolescent mathematicians: Do high school maths students see themselves as mathematical authors? This interest leads him to seek to understand the ways that students come to know the school, classroom, and teacher contexts, and how these knowings interact with their mathematical identities. His current research projects (district change and community organizing) focus upon how schools and districts transform their mathematics instruction to foreground student ways of thinking (inventions) against the backdrop of high-stakes education.
Research Field: Math Education Keywords: Mathematics Education; Justice; Qualitative Website: https://facultyweb.kennesaw.edu/blawler4/index.php
Dr. Simin Nasseri
Department of Mechanical Engineering
Student Investigation of Earthquake Resilience: Integrating AI, Numerical Methods and Experimental Analysis for Fluid Viscous Dampers Optimization in Multi-Material Structures
Abstract: This project advances seismic resilience by combining experimental analysis and Finite Element Analysis (FEA). Scaled 3-story models have been manufactured to experimentally study vibration characteristics, while FEA optimizes fluid viscous damper (FVD) configurations for maximum energy dissipation and minimal inter-story drift. Simultaneously, this serves as an engineering education initiative focused on AI integration. Students utilize advanced tools including numerical analysis software (SolidWorks, MATLAB) and hands-on skills (3D printing, vibration equipment setup, data acquisition). Crucially, they are trained to employ AI as a powerful workflow tool for managing complex data, performing efficient literature review, and enhancing data interpretation, technical reporting, and professional presentation.
Dr. Olga Koz
Library - IRML - BCOE
Throughout her training and career in libraries, research centers, and higher education, she has developed strong expertise in the intersection of technology, evidence synthesis, and teaching research methods. With her communication and information technology background and her passion for teaching, she understands how AI and other emerging technologies can provide insights and facilitate teaching and research. At the same time, she is well aware of the consequences of the noncritical adoption of technologies. Combining this expertise with her knowledge of evidence synthesis techniques, she constantly looks for innovative approaches that automate research synthesis.
Research Field: At the intersection of technology, learning, and psychology, I study how researchers create, evaluate, and disseminate research. Keywords: Research synthesis methodology; Information retrieval systems, Website: http://facultyweb.kennesaw.edu/okoz/index.php
Dr. Amy Gruss
Department of Civil and Environmental Engineering
Developing perspective-taking in first-year engineering students through art observation
Abstract: Engineering graduates are expected to navigate stakeholder complexities and approach design problems from multiple viewpoints; however, the emphasis on preparing students for the Fundamentals of Engineering exam can drive pedagogy toward discrete, multiple-choice questions rather than open-ended reasoning. This research uses an art observation technique known as Visual Thinking Strategies (VTS) to practice observation, communication, and active listening, enhancing a student’s perspective-taking skill for future design work. Engineering students enrolled in the first-year Introduction to Civil and Environmental Engineering course (n=104) visited the campus art museum and were provided with two docent-facilitated tours of different types of artwork. Pre- and post-data were collected using the established Interpersonal Reactivity Index (IRI) perspective-taking, or the cognitive empathy, subscale. Outcomes were compared with course sections that did not attend the museum or engage in VTS (control; n = 107) but completed the same instrument and course curriculum during the same time frame. Initial quantitative evidence shows that a two-session VTS museum experience can increase perspective-taking within a regular engineering course timeline. This suggests VTS can provide a low-cost, low-stakes avenue to develop stakeholder engagement competencies without hindering any core technical content.
Dr. Preethi Titu
Department of Elementary and Early Childhood Education (EECE)
Dr. Preethi Titu is an Associate professor of Science Education in the Department of Elementary and Early Childhood Education at the Bagwell College of Education. She has a background in teaching at higher education settings as well as K-12 schools. Her work focuses on supporting both pre-service and in-service teachers in meaningfully integrating STEM pedagogy into classroom practice. Dr. Titu earned her PhD in STEM Education from the University of Minnesota where her dissertation titled, "Understanding Teacher Professional Identity Development", explored secondary science teacher beliefs and practices through reflective practice. Her research interests have focused broadly on isPotraitsues of understanding how teachers' beliefs impact their classroom practice, teachers' conception of STEM, teachers' attitudes toward students and the retention of STEM teachers.
Research Field: My research focuses on supporting pre-service and in-service teachers in integrating STEM pedagogy into classroom practice and creating opportunities for students to engage in inquiry based STEM learning. Keywords: STEM Education; Science Education; Equity in Education; Teacher attitudes/beliefs Website: https://facultyweb.kennesaw.edu/ptitu/index.php
Dr. Awatef Ergai
Department of Industrial and Systems Engineering
Integrating Human Factors and Educational Innovation in Engineering and Healthcare Contexts
Abstract: This presentation highlights Dr. Ergai’s journey in advancing engineering education research through interdisciplinary inquiry and evidence-based innovation. Her work focuses on understanding the factors that influence student performance, teamwork, and engagement with technology in engineering contexts. Key studies include investigations of the impact of “cheat sheets” on student learning outcomes, the adoption and perceptions of artificial intelligence among engineering stakeholders including students, faculty, and employers, and the use of Story Circles to strengthen teamwork and communication skills, a project recently funded by the National Science Foundation. Extending beyond engineering education, Dr. Ergai’s research examines cognitive load and stress levels during patient discharge education and, more recently, explores multimodal comparisons of patient interactions with bedside and virtual nurses during heart failure education sessions to improve communication and safety. Collectively, these projects aim to enhance both engineering and healthcare education by fostering teamwork, innovation, and meaningful integration of technology, equipping future engineers and clinicians to create meaningful impact across technology-driven, people-centered environments.
Dr. Anna Arias
Department Elementary and Early Childhood Education
Associate professor of science education at Kennesaw State University and the Principal Investigator for the Hopscotch-4-Scientific Investigation project. She designs, teaches, and assesses multiple sections of content courses each year for elementary teachers in earth/life science and physical science in addition to teaching graduate courses on science education. Dr. Arias taught science for five years in K-8 schools and holds a masters’ degree in Ecology and Evolutionary Biology and Education in addition to a PhD in Science Education. Through her research, grants, and peer-reviewed articles, she focuses on designing and studying learning environments to support knowledge and practice for equitable sensemaking in elementary science teaching.
Research Field: How people learn to engage in the practices of science and engineering such as investigation, analyzing data, argumentation, and solving problems and how to support teachers and students in developing their abilities in these disciplinary practices Keywords: Science and STEM Learning and Teaching, Science and Engineering Practices, Teacher Education, Scientific Investigations
Website:
https://www.kennesaw.edu/irml/hopscotch-4-scientific-investigations/index.php
Dr. Robert Keyser
Department of Industrial and Systems Engineering
AI Applications in Industrial Engineering
Abstract: AI is an emerging technology that is rapidly evolving each day. I want to introduce AI to my industrial engineering students but, first, I must acquire sufficient knowledge of available AI tools, their accessibility, capabilities, and limitations, and learn how to competently use AI tools. With this knowledge, I can create industrial engineering content, such as activities and assignments, and innovatively use AI in my research that results in new discoveries and future publications. Attending seminars about the tremendous potential of AI has its merits, but what has been missing is the “How” aspect of using AI. I am seeking a collaboration with faculty who can help educate me on how to practically use AI.
Dr. Denise Ross
Department of Inclusive Education
Research Field: The AVATAR Lab at Kennesaw State University's Bagwell College of Education is a mixed-reality simulation center that uses lifelike avatars to prepare educators and professionals for real-world interactions. Beyond pedagogical training, the Lab conducts research on how simulation and mixed-reality environments impact teacher preparation and performance, with data showing meaningful skill development. It reflects the Collegeâs broader effort to integrate high-impact technologies into teacher education that mirror real-time challenges in diverse, technology-rich classrooms. 1. Provides safe, controlled environments for practicing teaching and communication skills. 2. Uses responsive avatars to simulate students, parents, or colleagues in realistic scenarios. 3. Supports research demonstrating the effectiveness of mixed-reality experiences for professional growth. 4. Extends application to fields such as business and healthcare for training in interpersonal and leadership skills. Keywords: Mixed simulation reality, PK-12 education research Website: https://www.kennesaw.edu/bagwell/labs/avatar-lab/
Dr. Tadesse Wakjira
Department of Civil and Environmental Engineering
Emerging Technologies for Resilient and Environmentally Efficient Civil Infrastructure
Abstract: The escalating impact of extreme events and environmental pressures demands a fundamental transformation in how civil infrastructure is conceived, designed, and managed. This presentation explores the applications of emerging technologies including artificial intelligence (AI) and advanced materials for resilient and environmentally efficient civil infrastructure. It highlights ongoing research at AI4RISE Lab on the development of AI-driven frameworks for structural assessment, resilient and risk evaluation, and lifecycle optimization to improve infrastructure resilience under extreme conditions while addressing environmental security. Moreover, the presentation focuses on a strong educational mission at AI4RISE Lab to equip the next generation of engineers and researchers with the knowledge and practical skills to harness AI in civil engineering. A key example of this effort is the Hands-on Training in Artificial Intelligence and Machine Learning (HoT-AML) program, a funded initiative designed to empower students, researchers, and faculty with the applied AI and ML skills essential for advancing innovation in the built environment.
Dr. Yvonne Earnshaw
School of Instructional Technology and Innovation
Research Field: My corporate experience helps guide my research agenda that focuses on: learning experience design, online teaching and learning practices in higher education, and workplace preparation of students and faculty. I also value the importance of our students having industry internships and the competencies they need to acquire to be successful in their careers. Keywords: Learning experience design, user experience, online teaching and learning, practitioner preparation, faculty development Website: https://facultyweb.kennesaw.edu/yearnsha/index.php
Dr. Sandip Das
Department of Electrical Engineering
AI-Driven Multimodal Analytics for Monitoring and Enhancing Student Engagement
Abstract: This project aims to develop and implement an AI-driven multimodal sensing and analytics framework that leverages audio and video signal processing to estimate and interpret students’ cognitive and affective engagement in diverse learning contexts, specifically in engineering education. The proposed system integrates advanced computer vision and audio processing with privacy masking, and physiological inference techniques to non-invasively monitor behavioral and biometric indicators of attention. Specifically, the framework will extract multimodal features such as facial micro-expressions, eye gaze dynamics, head pose, posture, prosody, along with speech activity signals to estimate cognitive load and engagement. The research will address three primary objectives:
- 1. Multimodal Signal Fusion and Framework Development: Apply Machine Learning algorithms to extract and interpret audio-visual data and corelate with cognitive and behavioral markers pertaining to learning.
- 2. Engagement Estimation and Validation: Establish interpretable mappings between multimodal indicators and validated measures of attention and engagement, using controlled studies through tests, exams, and instructor feedback.
- 3. Adaptive Feedback and Pedagogical Intervention: Design and implement an AI-mediated intervention framework that transforms multimodal engagement data into actionable pedagogical strategies. The system will generate real-time adaptive feedback loops, enabling instructors to dynamically adjust instructional pacing, modality, and interaction strategies in response to detected fluctuations in attention and engagement. Machine learning models will be integrated with instructional design principles to recommend targeted interventions, such as pop-up quizzes, peer collaboration prompts, or content restructuring to re-engage students exhibiting cognitive fatigue or disengagement.
This project will advance the scientific foundations of multimodal affective computing and AI-enabled learning analytics by developing novel methods for real-time estimation of attention and engagement from naturally occurring audio-visual and physiological signals in a classroom. It will contribute validated datasets, algorithms, and theoretical models linking physiological dynamics to cognitive engagement states. This project will enable new tools for teachers to understand and respond to student engagement. The project’s emphasis on privacy, fairness, and transparency will contribute to national priorities for trustworthy and human-centered AI in education, to achieve improved learning outcomes across various STEM disciplines.Dr. Arvin Johnson
Department of Educational Leadership
Dr. Arvin Johnson is the Chair & a Professor in the Educational Leadership Department at the Bagwell College of Education at Kennesaw State University. He has held various leadership positions in higher education and K-12. His K-12 experiences range from elementary to high school, including serving as a special education teacher, assistant principal, and principal. In higher education, his experiences include professor, executive director, director, coordinator, and interim school director. Dr. Johnson's research interests include principal professional learning and preparation, instructional technology, finance, and curriculum and instruction. His research agenda includes principal professional learning and preparation, best practices in pedagogy, instructional strategies, teacher retention and attrition, and brain-based learning.
Research Field: Principal professional learning and preparation Keywords: Website: https://facultyweb.kennesaw.edu/ajohn560/index.php
Dr. Kamyar Raoufi
Department of Industrial and Systems Engineering
Advancing Engineering Education Through Sustainability Research: Modeling, Tools, and Frameworks for Informed Decision-Making
Abstract: This presentation introduces an integrated research effort that connects sustainability modeling in manufacturing and supply chains with engineering education. My research focuses on developing data-driven frameworks and user-friendly tools that enable non-expert decision-makers, e.g., engineering students and practitioners, to analyze the sustainability performance of manufacturing processes and supply chain networks. By translating complex sustainability assessment methods into accessible, interactive models, my research supports experiential learning and fosters systems thinking in engineering education. Beyond its technical contributions, my research demonstrates how sustainability principles can be embedded in curriculum design, quantitative learning assessment, and interdisciplinary collaboration across engineering disciplines. Ultimately, my work aims to equip the next generation of engineers with the analytical capabilities and mindset needed to make informed, sustainable decisions in manufacturing and supply chain systems.
Dr. Tiffany Roman
School of Instructional Technology and Innovation
My areas of research include learning technology design and development, technology integration in educational contexts to support teaching and learning, emerging technologies (including AI), STEM teacher professional development, technology-enhanced active learning spaces, and design education (broadly conceived). Recently, I have worked on designing and developing a learning technology tool that supports elementary students' learning of music. The technology that I co-developed with my doctoral student, called SpectrumPlay (Collins & Roman, 2024), enables personalized music learning at scale in inclusive music classrooms (Roman et al., 2024). Young learners struggle with the complex process of learning to read music, particularly students with special needs (Kivijärvi & Väkevä, 2020). SpectrumPlay addresses music complexity through simple, color-based music notation scaffolds with audio note reinforcement. Students use SpectrumPlay in conjunction with a color-coded melodic instrument allowing students to transition from learning to read music to playing independently. Students can choose the level of visual support needed as they move towards standard notation. The tool also has an administrative side that allows new music to be easily added and rendered dynamically for teacher customization. The tool was used by 1600 public school students in spring 2025 and will expand to 3000+ new elementary users in spring 2026 in Georgia.
Research Field: Student engagement within STEM and active learning environments; Design and development of learning technologies Keywords: Learning Technology Design and Development, Technology Integration in Education, Design Education (broadly conceived), STEM Teacher Professional Development. Website: https://facultyweb.kennesaw.edu/troman5/index.php