Allison Godwin is the first engineering education hire at Cornell University, joining the faculty in 2023. She graduated from Clemson University with a B.S. in Chemical Engineering in 2011 and a Ph.D. in Engineering and Science Education in 2014. She joined the School of Engineering Education at Purdue University upon graduation, receiving tenure as well as a joint appointment in the Davidson School of Chemical Engineering in 2020. Her research focuses across four main areas including: 1) research on how diverse students in engineering navigate their pathways into and through engineering, with a particular focus on engineering identity development; 2) effective pedagogies and practices for an inclusive engineering education; 3) engineering workforce development; and 4) building capacity for engineering education research, particularly in chemical engineering. Her research earned a National Science Foundation CAREER Award in 2016 focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She serves as Chair of the American Society for Engineering Education Educational Research (ASEE ERM) and Methods Division (2021-2023) and as an Assistant Editor for Chemical Engineering Education (2020-Present). Her research has won numerous best paper awards, and she is an award winning teacher and graduate mentor.
Allison Godwin’s research focuses on changing the culture of engineering through research to make the discipline more inclusive of all types of people from K-12 through higher education and into engineering industry. She investigates how diverse people develop identities as engineers and how their multiple identities—including gender, race/ethnicity, among others—impact their inclusion, recruitment, persistence, and career trajectories. Identity in a particular role, like engineering, emphasizes that how students make sense of what it means to be a professional within their field can reveal information about how they understand who they are in the world, whom they can become, and if they belong.
She conducts mixed methods research, which includes large-scale quantitative studies and “small n” qualitative studies through surveys, interventions, interviews, focus groups, and other data collection techniques. Using both of these data streams provides the ability to understand general trends as well as rich and nuanced findings from individual’s lived experiences.
Professor Godwin has developed and tested effective pedagogies in an introductory chemical engineering course to reduce high failure rates and strengthen students’ motivation. This work has had direct impact on student retention and success rates at Purdue University. She is studying how low-cost, low-effort classroom interventions can address equity gaps in academic performance in first and second-year engineering courses. Professor Godwin has also worked with emerging engineering education scholars to promote engineering education development in methods, publications, and CAREER grant applications.
Engineering requires students to apply fundamental concepts and theories learned not only in their discipline-specific courses but also from other areas. One of Professor Godwin’s key goals for students is that they develop skills in analytical reasoning and transfer of knowledge from familiar contexts to novel problems. She uses evidence-based teaching techniques to support students in this process including active learning, belonging-centered instruction, and others. She has taught large-enrollment first-year engineering courses, materials and energy balances, and graduate courses in engineering education research methods and advanced quantitative methods.
- Godwin, A., Potvin G., Hazari, Z. & Lock, R. (2016). Identity, critical agency, and engineering majors: An affective model for predicting engineering as a career choice. Journal of Engineering Education, 105(2), 312-340. doi: 10.1002/jee.20118
- Godwin, A. (2016, June). The development of a measure of engineering identity. Proceedings from American Society for Engineering Education Annual Conference & Exposition. New Orleans, LA, 16 Pages. doi: 10.18260/p.26122 *American Society for Engineering Education, Educational Research and Methods Division Best Paper Award
- Hazari, Z., Potvin, G., Cribbs, J., Godwin, A., Scott, T.D., & Klotz, L. (2017). Interest in STEM is contagious for students in biology, chemistry, and physics classes. Science Advances, 3(8), e1700046, p. 7. doi: 10.1126/sciadv.1700046
- Benedict McIntyre, B., Verdín, D., Milton, T. , Baker, R.A., & Godwin, A. (2018, June). Uncovering latent diversity: Steps towards understanding “what counts” and “who belongs” in engineering culture. Proceedings from American Society for Engineering Education Annual Conference & Exposition. Salt Lake City, UT, 16 Pages. doi: 10.18260/1-2--31164 *American Society for Engineering Education, Diversity Committee Best Diversity Paper Award; American Society for Engineering Education Best Diversity Paper Finalist
- Verdín, D., Godwin, A., Kirn, A., Benson, L., & Potvin, G. (2018). Engineering women’s attitudes and goals in choosing disciplines with above and below average female representation. Social Sciences—Special Issue: Women in Male-Dominated Domains, 7(3), 44-69. doi: 10.3390/socsci7030044
- Major, J.C. , Scheidt, M.S. , Godwin, A., Berger, E.J., & Chen, J.C. (2020, June). Effects of test anxiety on engineering students’ STEM success. Proceedings from American Society for Engineering Education Annual Conference & Exposition, Virtual, 17 Pages. doi: 10.18260/1-2--34511 *American Society for Engineering Education, Educational Research and Methods Division Best Diversity Paper Award
- Striolo, C., Pollock, M., & Godwin, A. (2020). Staying or leaving: Contributing factors for U.K. engineering students’ decisions to pursue careers in engineering industry. European Journal of Engineering Education, 46(3), 364-388. doi: 10.1080/03043797.2020.1711707
- Godwin, A. & Boudouris, B.W. (2020). Fostering motivation for chemical engineering students’ academic success: An example from a sophomore materials and energy balances course. Chemical Engineering Education—Special Issue: Future of Cyber-Assisted Chemical Engineering Education, 54(3), 121-128.
- Ross, M., Huff, J., & Godwin, A. (2021). Resilient engineering identity development critical to prolonged engagement of Black women in engineering. Journal of Engineering Education, 110(1), 92-113. doi: 10.1002/jee.20374 *American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication Award
- Godwin, A., Benedict McIntyre, B., Rohde, J.A., Thielmeyer, A., Perkins, H.L., Major, J.C., Clements, H.R., & Chen, S. (2021). New epistemological perspectives on quantitative methods: An example using topological data analysis. Studies in Engineering Education—Special Issue: Theory and Methods in Engineering Education, 2(1), 16–34. doi: 10.21061/see.18
- Farrell, S., Godwin, A., & Riley, D. (2021). A sociocultural learning framework for inclusive pedagogy in engineering. Chemical Engineering Education, 55(4), 192-204. doi: 10.18260/2-1-370.660-128660 *William H. Corcoran Award
- Paul, K., Kim, J.S., Godwin, A., Katz, A., Diekman, A.B., & Maltese, A. (2022, June). Collateral damage: investigating the impacts of COVID on STEM professionals with caregiving responsibilities. Proceedings from American Society for Engineering Education Annual Conference & Exposition, Minneapolis, MN, 19 Pages. * American Society for Engineering Education, Women in Engineering Division Denise D. Denton Best Paper Award; American Society for Engineering Education Women in Engineering Division Best Diversity Paper Award; American Society for Engineering Education PIC IV Best Paper Award; American Society for Engineering Education Best Diversity Paper Finalist
Selected Awards and Honors
- 2022 – American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication Award
- 2021 – 2021 Chemical Engineering Education William H. Corcoran Award
- 2021 - 2021 Journal of Civil Engineering Education Best Technical Paper
- 2020 – Purdue University College of Engineering Outstanding Faculty Mentor of Engineering Graduate Students
- 2019 – Purdue University School of Engineering Education Students First Award
- 2019 – Clemson University College of Engineering, Computing, and Applied Sciences Outstanding Young Alumni Award
- 2018 – Purdue University College of Engineering Exceptional Early Career Teaching Award
- 2017-Present – Journal of Engineering Education Top 20 Most Downloaded Papers
- 2016 – National Science Foundation CAREER Award
- 2015 – National Association of Research in Science Teaching Outstanding Doctoral Dissertation Award
- 2012 – National Science Foundation Graduate Research Fellowship
- B.S. (Chemical Engineering), Clemson University, 2011
- Ph.D. (Engineering and Science Education), Clemson University, 2014