PURDUE PRESS OPEN ACCESS STEM JOURNAL, J-PEER, ENGAGES ASSOCIATE EDITORS
Purdue University Press is pleased to announce that the Journal of Pre-College Engineering Education Research (J-PEER) has engaged three associate editors to serve the publication alongside journal editor Monica Cardella, director of the INSPIRE Research Institute for Pre-College Engineering and an associate professor of engineering education at Purdue University.
J-PEER is dedicated to addressing the need to promote engineering interest, preparedness, and representation; to transforming P‐12 education to include engineering; to preparing a globally competitive engineering workforce; and ultimately to creating a society of engineering‐literate citizens.
The three associate editors are:
Senay Purzer is an associate professor in the School of Engineering Education at Purdue University and the director of assessment research at the INSPIRE Research Institute for Pre-college Engineering. Her research focuses on design learning and assessment in complex design learning environments with a specific focus on student decision making and innovation processes.
Stacy Klein-Gardner is an adjoint associate professor of the practice of biomedical engineering in the School of Engineering at Vanderbilt University. She is also a senior professional development provider at the Museum of Science in Boston, working on the Engineering is Elementary program. Her research focuses on designing and sharing P12 engineering curriculum that is more inclusive of all learners.
Gina Navoa Svarovsky is an assistant professor of the practice at the University of Notre Dame Center for STEM Education. Her research focuses on exploring how youth from traditionally underrepresented populations in engineering are able to develop engineering skills, knowledge, and ways of thinking as a result of participating in a variety of learning experiences.
“As J-PEER continues to grow, adding this associate editor structure will enable us to better partner with authors who disseminate their work through publication with J-PEER. I am excited to have Senay, Stacy, and Gina serve in these roles as they bring their expertise in pre-college engineering education research, their concern for translating research to practice, and commitment to the quality of J-PEER to this role. I would also like to thank the faculty of INSPIRE who helped us pilot this structure by serving as acting associate editors, said Cardella.”
The journal is published twice annually in open access format. To read or submit to the journal, visit the website.
