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Nadia Kellam

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Assoc Professor
Faculty, POLY Campus, Mailcode 2180
Biography

Dr. Nadia Kellam is Associate Professor in the Polytechnic School of the Ira A. Fulton Schools of Engineering at ASU. Prior to joining the Polytechnic School, Dr. Kellam was an Associate Professor at the University of Georgia (UGA).

Dr. Kellam is an engineering education researcher and a mechanical engineer.  In her research, Dr. Kellam is broadly interested in developing critical understandings of the culture of engineering education and, especially, the experiences of underrepresented undergraduate engineering students and engineering educators.   She is a qualitative researcher who uses narrative research methods to understand undergraduate student and faculty member’s experiences in engineering education.  Her current research focuses include developing an understanding of engineering faculty’s transitions to student-centered learning, developing an understanding of makerspaces as potential spaces of empowerment for underrepresented students, and developing an understanding of the trajectories of diverse students from community colleges who intend to transfer to four-year engineering programs.

Dr. Kellam is interested in curricular design and has developed design spines for environmental and mechanical engineering programs when she was a faculty member at UGA, and recently helped design the EESD PhD program at ASU. She teaches design courses, engineering science courses, and graduate courses focused on qualitative research methods. She also serves as an Associate Editor of the Journal of Engineering Education.

Dr. Kellam is very interested in engineering faculty development and developing international partnerships.  She recently co-facilitated a workshop in Vietnam to engineering faculty members, “Inclusive Maker Pedagogies and the Power of Story for Innovative Engineering Education.”  She also recently was a faculty mentor for the study abroad project, “Grassroot Innovation for Sustainable Development” where students were engaged in collaborative projects with community members, local industry, and Nepalese engineering students. Finally, she is engaged in mentoring early career faculty locally and within the PEER National Collaborative.

Education

Ph.D.         University of South Carolina, Mechanical Engineering, 2006. Dissertation: Embracing Complexity in Engineering Education 

M.E.          University of South Carolina, Mechanical Engineering, 2004.

B.S.           University of South Carolina, Mechanical Engineering, 2002.

B.S.           College of Charleston, Physics, Math (Minor), 2002.

 

Videos
Cutting away to a fulfilling life: TEDxUGA
Research Group

Dr. Kellam leads a vibrant research team, the Dream Team, that includes Dr. Brooke Coley (assistant professor), Dr. Audrey Boklage (research scientist), Dr. Anna Cirell (postdoctoral scholar), and Eunsil Lee (Engineering Education Systems and Design PhD student).  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 two NSF-funded grants.  These include 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. The second is a $400,000 NSF_funded grant to conduct a narrative inquiry with community college students from underrepresented groups with plans to transfer to four-year engineering programs. Recently Anna Cirell, a postdoctoral scholar, has also joined her team and is contributing to both of these projects and co-teaching the Qualitative Research Methods for Engineering Education course.  Eunsil Lee is a PhD student in the Engineering Education Systems and Design program and is doing research to understand the impacts of international collaborations with international people from industry, the local community, and engineering students from a local university impacts the study abroad community service experiences of STEM students.

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