Jiabin Zhu, Ph.D.
Engineering Education; Graduate Education; Students’ Cognitive Development
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, International Journal of Engineering Education, and Advances in Engineering Education. For her work on the cognitive development of Chinese engineering doctoral students in U.S. institutions, she was endowed with the 2013 Doctoral Thesis Award from the School of Engineering Education, Purdue University. In 2012, she received the Best Graduate Student Paper Award from the Graduate Studies Division, American Society for Engineering Education. Also, She was the winner of 2012 Bilsland Dissertation Fellowship and 2012 Bilsland Strategic Initiatives Fellowship.
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., 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.
Cox, M. F., Zhu, J., London, J., Hahn, J., and Ahn, B. (2012). Feedback about graduate teaching assistants’ pedagogical practices: Content validation of a survey informed from principles of the “How People Learn” framework. In Greta Gorsuch (Ed.), Working theories for teaching assistant and international teaching assistant development.Stillwater, OK: New Forums Press.
Cox, M. F., Zhu, J., Cekic, O., Chavela, R, and London, J. (2010). Knowledge or feelings: First-year students’ perceptions of graduate teaching assistants in engineering. The Journal of Faculty Development, 24, 27-34.
Zhu, J., and Cox, M.F. (2012). Epistemological Development of Chinese Engineering Doctoral Students in the U.S. Institutions: A Comparison of Multiple Measurement Methods. 2012 Proceedings of the American Society for Engineering Education.