Jiabin Zhu, Ph.D.
Her primary research interests relate to the development of engineering students’ professional skills, the assessment of teaching and learning in engineering, the cognitive development of graduate and undergraduate students. She has published multiple peer-reviewed articles in journals such as Journal of Engineering Education, Advances in Engineering Education. For her work on the cognitive development of Chinese engineering doctoral students in U.S. institutions, she received the 2013 Doctoral Thesis Award from the School of Engineering Education, Purdue University.
Jiabin Zhu obtained a Ph.D. in Engineering Education and a M.S. in Biomedical Engineering from Purdue University. She received another M.S. in Optics from Chinese Academy of Sciences and a B.S. in Physics from East China Normal University.
Zhu J., and Cox M. F.(2015) Epistemological Development Profiles among Chinese Engineering Doctoral Students in U.S. Institutions: An Application of Perry’s Theory. Journal of Engineering Education, V104, 345-362.
Zhu, J., Li, Y., Cox, M. F., London, J., Hahn, J., and Ahn, B. (2013). Validation of a survey for graduate teaching assistants: Translating theory to practice. Journal of Engineering Education, V102, 426-443.