Jeremy Waisome
Assistant Professor | University of Florida
Gainesville, FL, UNITED STATES
Jeremy Waisome researches critical mentorship and self-efficacy in engineering education and broadening participation in STEM+C.
Biography
Jeremy A. Magruder Waisome, Ph.D., is the Thomas O. Hunter Rising Star Assistant Professor in the Department of Engineering Education where she conducts research on broadening participation in science, technology, engineering, mathematics, and computing (STEM+C). She is particularly interested in understanding how mentorship and self-efficacy influence student trajectories. She is passionate about issues of equity, access, and inclusion in engineering and computing and worked to develop programs and activities that supported diverse students in these disciplines.
Areas of Expertise (4)
Problem-Solving
Self-Efficacy
Mentorship
Broadening Participation
Media Appearances (3)
Exploring passions and unlocking potential
University of Florida tv
2023-03-02
Dr. Jeremy Waisome, assistant professor in the Department of Engineering Education at the University of Florida, is making mentorship a priority for UF engineers. As a graduate student, Waisome didn't receive the advising that she had hoped for and this experience isn't uncommon. She attributes her success to her mentors, and she now strives to offer a community of mentors to students so they too can achieve their full potential.
Elevating Modern Figures: Dr. Jeremy Waisome and Dr. Kyla McMullen
National Center for Women & Information Technology online
2023-02-08
The first Color of Our Future webinar of NCWIT’s Conversation for Change series in 2023 took place on February 8 at 12 pm MT. Hear Dr. Jeremy Waisome and Dr. Kyla McMullen present “Elevating Modern Figures in Computing.” The event also featured a panel discussion. Both speakers are current faculty members at the University of Florida. The Modern Figures podcast is presented by the Institute for African-American Mentoring in Computing Sciences (iAAMCS) and the Computing Research Association...
SEFS Professional Development Program for Teachers Brings Together Fossil Sharks and Artificial Intelligence
Florida Museum online
2022-06-29
Thirteen Florida middle school science teachers representing nine counties will spend five days this summer at the University of Florida’s main campus in Gainesville learning how they can use ancient fossil shark teeth to introduce their students to an emerging technology: Artificial Intelligence (AI). The workshop is just one component of a yearlong professional development program hosted by the University of Florida Thompson Earth Systems Institute’s Scientist in Every Florida School Program...
Articles (3)
An Analysis of Black Faculty in CS Research Departments
Communications of the ACMJuan E. Gilbert, et. al
2023-01-20
Most ACM members reside outside the U.S., and while diversity issues vary around the world, we thought it would be enlightening to do a case study on one marginalized group in the U.S. in the hopes that the lessons learned could be helpful to other groups and in other regions. This case study is on the education origins of Black faculty members in computer science (CS) at U.S. universities.
Comparing Engineering Students’ and Professionals’ Conceptions of Ambiguity
Institute of Electrical and Electronics EngineersElliot P. Douglas, et. al
2022-10-11
The engineering problems of the 21st century, such as climate change, global pollution, and water security, are complex and have no easy solutions. The engineering students we are educating today must become comfortable with complexity and ambiguity to prepare them for the problems they will face in their careers. This work-in-progress paper describes our initial work to better understand the role of ambiguity in engineering problem solving.
Traversing the landscape of computer science: A case study of black women's identity and sense of belonging in a computer science doctoral program
Journal of Women and Minorities in Science and EngineeringMonique Ross, et. al
2022-05-01
Pathways to the professoriate for women in computer science are narrow and fraught with barriers. These obstacles are further exacerbated at the intersections of race and gender. Black women (who make up 6.4% of the U.S. population) comprise only 1.1% of computer science undergraduate degrees and < 1% of computer science PhDs. Despite these paltry numbers, one computer science PhD program may have found the combination of factors necessary to widen the pathway by engaging in...
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