Dr. Emilie Siverling, Assistant Professor

PhD | Bell Engineering | Faculty

Address: Office | 1001 Chestnut St W, Virginia, MN 55792
Phone: 715-933-4628
Email: emilie.siverling@mnsu.edu

Dr. Emilie Siverling is an Assistant Professor of Integrated Engineering at Minnesota State University, Mankato, and she is also a Professor in Iron Range Engineering’s Bell Program. She facilitates core technical competencies of materials science, statistics, and mechanics of materials. Emilie recently completed a Ph.D. in Engineering Education and an M.S.Ed. in Curriculum and Instruction - Science Education at Purdue University. During her graduate studies, she focused on K-12 engineering design-based STEM integration, primarily using engineering design to support secondary science curricula and instruction. Prior to her graduate studies, Emilie was a high school chemistry and physics teacher at Todd County High School on the Rosebud Reservation from 2009-2013. She maintains a South Dakota Teaching Certificate for secondary chemistry, physics, and mathematics. Before teaching, she received a B.S. in Materials Science and Engineering from the University of Wisconsin-Madison in 2009. During her undergraduate studies, she completed an eight-month internship in 2008 as a co-op engineer in the Department of Biomaterials at Biomet, Inc. In her free time, Emilie enjoys yoga, hiking, reading, and spending time with family and friends.

 Awards

  • Purdue School of Engineering Education Graduate Student Teaching Award, 2019
  • Purdue College of Engineering Outstanding Service Award, 2017
  • ASEE K-12 and Pre-College Division Best Paper Nominee, 2015

 Selected Publications

Siverling, E. A., Suazo-Flores, E., Mathis, C. A., & Moore, T. J. (in press). Students’ use of STEM content in design justifications during engineering design-based STEM integration. School Science and Mathematics. https://doi.org/ 10.1111/ssm.12373

Mathis, C. A., Siverling, E. A., Moore, T. J., Douglas, K. A., & Guzey, S. S. (2018). Supporting engineering design ideas with science and mathematics: A case study of middle school life science students [Special issue]. International Journal of Education in Mathematics, Science and Technology (IJEMST), 6(4), 424-442. https://doi.org//10.18404/ijemst.440343

Mathis, C. A., Siverling, E. A., Glancy, A. W., & Moore, T. J. (2017). Teachers’ incorporation of argumentation to support engineering learning in STEM integration curricula [Special issue]. Journal of Pre-College Engineering Education Research, 7(1), 76-89. https://doi.org/10.7771/2157-9288.1163

Hynes, M. M., Mathis, C., Purzer, Ş., Rynearson, A., & Siverling, E. (2017). Systematic review of research in P-12 engineering education from 2000-2015 [Special issue]. International Journal of Engineering Education, 33[1(B)], 453-462.

Fentiman, A. W., Siverling, E. A., Soto Perez, R. A., Steveler, R. A., Loui, M. C., & Douglas, K. A. (2019, June). Putting discussion-based engineering education courses online. Paper presented at the 2019 ASEE Annual Conference and Exposition, Tampa, FL.

Siverling, E. A., Guzey, S. S., & Moore, T. J. (2017, October). Students’ science talk during engineering design in life science-focused STEM integration units. Paper presented at the 2017 IEEE Frontiers in Education Conference (FIE), Indianapolis, IN.

Mathis, C. A., Siverling, E. A., Glancy, A. W., & Moore, T. J. (2015, June). Teachers’ use of argumentation in the development of integrated STEM curricula (Fundamental). (nominated for K-12 & Pre-College Division best paper). Paper presented at the 2015 ASEE Annual Conference and Exposition, Seattle, WA.

Torch end