معرفی
Cassandra McCall is an Assistant Professor in the Engineering Education Department within the College of Engineering at Utah State University (USU), where she joined in August 2020. She teaches foundational undergraduate engineering science courses and graduate-level engineering education curriculum development and research seminars.
Educational Background:
- PhD in Engineering Education, Virginia Tech, 2017
- MS in Civil Engineering, South Dakota School of Mines & Technology, 2011
- BS in Civil Engineering, South Dakota School of Mines & Technology, 2009
- Certificate in Effective College Instruction, Association of College and University Educators, 2021
Her research focuses on enhancing diversity and inclusion in engineering by challenging normative conceptions of engineering identity. She employs qualitative and critical frameworks to study identity formation, particularly around disability and hidden identities, and promotes inclusive teaching through Universal Design for Learning. Her work emphasizes researcher positionality and equity in qualitative research design.
Her recent publications reflect a strong trend in identity, equity, and methodological innovation in engineering education, with a particular emphasis on marginalized populations and inclusive pedagogies. She has published in top journals such as the Journal of Engineering Education, Engineering Project Organization Journal, and Australasian Journal of Engineering Education.
Scientific Awards and Honors:
- Teacher of the Year Award, 2024, College of Engineering, USU
- Undergraduate Teacher of the Year Award, 2024, Engineering Education Department, USU
- Undergraduate Research Mentor of the Year Award, 2023
- Outstanding Undergraduate Mentor Award, 2022
- Star Reviewer Award, 2021, Journal of Engineering Education
- Wickenden Award for Best Manuscript, 2021
- Journal Manuscript of the Year Award, 2020, Australasian Journal of Engineering Education
Dr. McCall is a dedicated mentor to graduate students in engineering education, advising several students to completion. Her grants and research initiatives focus on interdisciplinary collaboration, accessibility in engineering, and improving mentoring practices. She is actively involved in advancing methodological rigor and ethical considerations in equity-focused research.
She is affiliated with research teams exploring inclusive engineering education practices and is a key contributor to conversations on disability inclusion in STEM. Her lab and collaborative work emphasize participatory and community-engaged research designs that center the voices of marginalized individuals in engineering.
