Dr. Karen High holds an academic appointment in the Engineering Science and Education Department (ESED) at Clemson University. Prior to this, Dr. Karen was at Oklahoma State University where she was a professor for 24 years in Chemical Engineering. She received her B.S. in Chemical Engineering from University of Michigan in 1985, and both her M.S. in 1988 and Ph.D. in 1991 in Chemical Engineering from Pennsylvania State University. Dr. Karen’s educational research emphasis includes faculty development and mentoring, graduate student development, critical thinking and communication skills, enhancing mathematical student success in Calculus (including the impact of COVID-19), and promoting women in STEM. Her technical research focuses on sustainable chemical process design, computer aided design, and multi-criteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student Services-Oklahoma State University, 4) Coordinator of the Women in Engineering Program-Oklahoma State University, and 5) Director of the Oklahoma State University Measurement and Control Engineering Center.

Karen High
Matthew Boyer

Dr. Matthew Boyer is a Research Associate Professor within the Department of Engineering and Science Education at Clemson University. He received his Ph.D. from Michigan State University where he studied Educational Psychology and Educational Technology. Dr. Boyer’s research involves how people learn with technology, primarily focused on how they capture and model knowledge and experience using digital technologies. As a generalist in the learning sciences, his work is interdisciplinary, often where the boundaries of traditional domains converge. In his grant-funded research, he explores STEM learning in formal and informal contexts, supported by a range of interventions, from game-and-simulation based learning to cognitive apprenticeship to virtual reality environments.

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