Rate My Professor Courtney Faber

Courtney Faber is an Associate Professor in the Department of Engineering Education within the University at Buffalo's School of Engineering and Applied Sciences. She holds a PhD in Engineering and Science Education from Clemson University (2015), an MS in Biomedical Engineering from Cornell University (2013), and a BA in Bioengineering from Clemson University (2010). Faber joined the University at Buffalo in August 2023. Previously, she was Research Associate Professor and Senior Lecturer in Engineering Fundamentals at the University of Tennessee, Knoxville from August 2022 to July 2023, where she also served as Director of the Engineering Education Graduate Certificate program from August 2019 to July 2023. Earlier positions include Research Assistant Professor and Lecturer in the Cook Grand Challenge Honors Program and Engineering Fundamentals at the University of Tennessee, Knoxville from January 2017 to July 2022, Adjunct Assistant Professor in the Department of Engineering & Science Education at Clemson University from July 2017 to present, and Assistant Professor in the Department of Technological Studies at The College of New Jersey from August 2015 to December 2016.

Her research focuses on epistemic thinking, interdisciplinary collaborations, researcher identity, epistemic cultures, and faculty agency. Faber received the NSF CAREER Award in 2022 for 'The Overlooked Barrier – Exploring How Engineering Education Research Teams Negotiate Epistemic Differences' ($590,963). Additional awards include the Alumni Outstanding Teaching Award from the University of Tennessee, Knoxville (2021), Teaching Fellow for the Tickle College of Engineering (2021), Best Paper for the American Society for Engineering Education Student Division (2021 and 2017), and the Thomas C. Evans Instructional Paper Award from the Southeastern Section of ASEE (2018). Key publications comprise 'In pursuit of impact: Toward a theoretical understanding of professional agency in engineering education' (Journal of Engineering Education, 2023, with A. Coso Strong et al.), 'The dynamics of researcher identity and epistemic thinking within undergraduate research experiences: A grounded theory model' (Journal of Research in Science Teaching, 2022, with C. Faber et al.), 'Engineering students’ epistemic cognition in the context of problem solving: A mixed methods study' (Journal of Engineering Education, 2017, with L. Benson), and 'Information literacy modules for first-year engineering students' (Advances in Engineering Education, 2022, with C. Faber, R. Ellestad, & A. Walsh). She has secured funding as PI or Co-PI on multiple NSF grants, including REE (#1531607/1531641) and RIEF (#2106319). Faber serves as Associate Editor for Studies in Engineering Education, was Elected Chair of the ASEE Educational Research and Methods Division (2020-2022), and holds roles such as Junior Technical Program Chair for Frontiers in Education.