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About

Jessica Swenson is an engineering education researcher whose work centers on improving how students—particularly underrepresented groups—are introduced to and retained in engineering. Her research focuses on first-year engineering experiences, hands-on design learning, and gender equity in STEM education. In her most-cited work, "Examining the Engineering Design Process of First-Year Engineering Students During a Hands-on, In-class Design Challenge" (2020, 10 citations), Swenson investigates the dynamics of design discourse within robotics-based courses, offering valuable insight into how novice engineers develop collaborative problem-solving skills. Her commitment to equity is evident in her systemic intervention research (2020, 4 citations), which explores innovative approaches to connecting formal and informal learning environments to engage elementary school girls in engineering—addressing the persistent gender gap in the field at a foundational level. Earlier work examining student self-assessed learning in project-based freshman robotics courses (2018) further demonstrates her interest in understanding how course design shapes student motivation and identity. Swenson's contributions collectively advance our understanding of how thoughtful pedagogical design and targeted interventions can create more inclusive, effective pathways into engineering for all students.