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Nadia Kellam

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Assoc Professor
Faculty, POLY Campus, Mailcode 2180
Assoc Professor
Faculty, POLY Campus, Mailcode 2180
Biography

Dr. Nadia Kellam is an Associate Professor in the Polytechnic Engineering Program at Arizona State University. In her research, she is interested in the identity development of engineering students, the role of emotion in student learning, and improving the culture for engineering students and faculty, especially those from underrepresented groups. She has methodological expertise in qualitative research methods with a focus on narrative research methods.  She is interested in curricular design and has developed design spines for environmental and mechanical engineering programs, and recently helped design the engineering education systems and design PhD program at ASU. She teaches design courses, engineering science courses, and graduate courses focused on qualitative research methods. 

Research Group

Dr. Kellam leads a vibrant research team, that includes postdoctoral researchers Drs. Brooke Coley and Audrey Boklage.  Drs. Coley and Boklage are integral parts of the research team and they have collaborated closely to work on previously funded projects and collaborated to secure a $600,000 NSF-funded grant to explore whether university-affiliated makerspaces, while in their infancy, are perpetuating the heteronormative cultures of engineering schools and departments. Specifically we are using narrative research to understand how engaging impacts the identity development of engineering students, especially those from underrepresented groups. Recently Anna Cirell, a doctoral candidate, has also joined her team. 

Publications

1)  Walther, J., Sochacka, N., Benson, L., Bumbaco, A., Kellam, N., Pawley, A., and Philips, C. (Accepted, In Press) Qualitative research quality – a collaborative inquiry from multiple methodological perspectives. Journal of Engineering Education.

2)  Cruz, J. & Kellam, N. (Accepted, In Press). Restructuring Structural Narrative Analysis Using Campbell's Monomyth to Understand Participant Narratives. Narrative Inquiry.

3)  Guyotte, K., Sochacka, N., Costantino, T., Kellam, N., and Walther, J. (2015). Collaborative Creativity in STEAM: Narratives of Art Education Students’ Experiences in Transdisciplinary Spaces. International Journal of Education & the Arts, 16(15), 1-38.

4)  Guyotte, K., Sochacka, N., Costantino, T., Walther, J. and Kellam, N. (2014). STEAM as Social Practice: Cultivating Creativity in Transdisciplinary Spaces. Art Education, 26(6), 12-19.

5)  Costantino, T., Guyotte, K., Kellam, N. and Walther J. (2014). Seeing Experiences of Interdisciplinarity through Student Artwork: Exploring Different Approaches to Analysis. International Review of Qualitative Research, 7(2), 217-35.

6)  Walther, J., N. Sochacka, and Kellam, N. (2013). Quality in interpretive engineering education research: Reflections on an Example Study. Journal of Engineering Education, 102(4), 626-59.

7)  Kellam, N. N., Walther, J., Costantino, T., and Cramond, B. (2013). Integrating the Engineering Curriculum through the Synthesis and Design Studio. Advances in Engineering Education, 3(3), 1-33.

8)  Gattie, D. K., Kellam, N. N., Schramski, J. R., & Walther, J. (2011). Engineering Education as a Complex System, European Journal of Engineering Education, 36(6), 521-35.

9)  Walther, J., Kellam, N. N., Sochacka, N, & Radcliffe, D., (2011). Engineering competence? An interpretive investigation of engineering students’ professional formation, Journal of Engineering Education, 100(4), 703-40.

10) Costantino, T., Kellam, N. N., Cramond, B., & Crowder, I. (2010). An interdisciplinary design studio: How can art and engineering collaborate to increase students' creativity. Art Education, 63(2), 49-53.

11) Schramski, J. R., Patten, B. C., Kazanci, C., Gattie, D. K., & Kellam, N. N. (2009). The Reynolds transport theorem: Application to ecological compartment modeling and case study of ecosystem energetics. Ecological Modelling, 220(22), 3225-32.

12) Kelley, T., & Kellam, N. N. (2009). A theoretical framework to guide the re-engineering of technology education. Journal of Technology Education, 20(2), 36-48.

13) Kellam, N. N., Maher, M. A., & Peters, W. H. (2008). The faculty perspective on holistic and systems thinking in American and Australian Mechanical Engineering programmes. European Journal of Engineering Education, 33(1), 45-57.

14) Gattie, D. K., Kellam, N. N., & Turk, H. J. (2007). Informing Ecological Engineering through Ecological Network Analysis, Ecological Modelling, and Concepts of Systems and Engineering Ecology. Ecological Modelling, 208(1), 25-40.

15) Kellam, N. N., Maher, M., Russell, J., Addison, V., & Peters, W. H. (2007). Benchmarking the Integration of Complex Systems Study in Mechanical Engineering Programs in the Southeastern United States. The International Journal of Mechanical Engineering Education, 35(3), 256-70.

16) Donath, L., Spray, R., Thompson, N. S., Alford, E. M., Kellam, N. N., & Matthews, M. A. (2005). Characterizing Discourse among Undergraduate Researchers in an Inquiry-Based Community of Practice. Journal of Engineering Education, 94(4), 403-17.

Research Activity

Since Dr. Kellam joined ASU in Fall 2014, the following are her funded research projects: 

2017-20     The untapped community: Community colleges as an opportunity to broaden participation in engineering, Nadia Kellam (PI), Brooke Coley (co-PI), & Audrey Boklage (senior personnel), 100%, $399,388, NSF# 1733716.

2016-19     Value through the Voices: Exploring Making and its Impact on Engineering Identity Formation of Underrepresented Groups, National Science Foundation, Nadia Kellam (PI), Brooke Coley (co-PI), & Audrey Boklage (senior personnel), 100%, $599,905, NSF# 1636475.

2015-20     IUSE/PFE: RED: Additive Innovation: An Educational Ecosystem of Making and Risk Taking, National Science Foundation, *Ann McKenna, Nadia Kellam, Micah Lande, Samantha Brunhaver, co-PI, 14%, $1,993,593, NSF# 1519339.

2015-16     “A Long Way Coming”—Understanding Engineering Educators’ Transformations to Student-Centered Teaching, National Science Foundation, *Nadia Kellam, PI, 100%, $183,564 at ASU (original award at UGA: $400,000), NSF#s: 1329300 & 1542531.

*This grant was initially awarded at UGA in 2013 and was transferred to ASU.

2015-16     Connected Ways of Knowing: Uncovering the Role of Emotion in Engineering Student Learning, National Science Foundation, *Nadia Kellam, PI, 100%, $138,783 at ASU (original award at UGA: $300,000), NSF#s: 1160350 & 1541358.

*This grant was initially awarded at UGA in 2012 and was transferred to ASU.

2015-16     University of Washington, Consortium to promote reflection in engineering education, PI, $3,300.

Fall 2017
Course NumberCourse Title
EGR 217Engr Mechanics Fundamentals
EGR 565Qualitative Meth in Eng Ed
EGR 590Reading and Conference
EGR 593Applied Project
EGR 599Thesis
EGR 792Research
EGR 799Dissertation
Summer 2017
Course NumberCourse Title
EGR 593Applied Project
EGR 599Thesis
EGR 792Research
Spring 2017
Course NumberCourse Title
EGR 671Application of Qual Methods
EGR 792Research
Fall 2016
Course NumberCourse Title
ASU 101-TPSThe ASU Experience
EGR 217Engr Mechanics Fundamentals
EGR 565Qualitative Meth in Eng Ed
EGR 590Reading and Conference
EGR 593Applied Project
EGR 599Thesis
EGR 792Research
EGR 799Dissertation
Summer 2016
Course NumberCourse Title
EGR 599Thesis
Spring 2016
Course NumberCourse Title
EGR 202Use-Inspired Design Project II
EGR 217Engr Mechanics Fundamentals
Fall 2015
Course NumberCourse Title
MET 211Statics
EGR 217Engr Mechanics Fundamentals
MET 230Intro to Engineering Materials
MET 300Applied Material Science
EGR 590Reading and Conference
EGR 593Applied Project
EGR 599Thesis
Summer 2015
Course NumberCourse Title
EGR 599Thesis
Spring 2015
Course NumberCourse Title
EGR 202Use-Inspired Design Project II
Fall 2014
Course NumberCourse Title
EGR 201Use-Inspired Design Project I