Jacqueline (Jacki) Rohde holds degrees from Clemson University (bioengineering) and Purdue University (engineering education). She was awarded the National Science Foundation Graduate Research Fellowship sponsoring her dissertation work on engineering students’ career decision-making.
As the assessment coordinator for ECE, Jacki compiles the data and documents to prepare annual reports and Accreditation Board for Engineering and Technology (ABET) documentation. She also supports instructors who are interested in making changes in their classroom or doing educational research. She is passionate about professional development, student belonging, engineering culture, and diversity, equity, and inclusion efforts.
- Ph.D., Engineering Education, Purdue University, 2022
- M.S., Biomedical Engineering, Purdue University, 2020
- B.S., Bioengineering, Clemson University, 2017
Dr. Rohde's research investigates how engineering education systems function for the people within them, approaching education as a sociotechnical system in which curricular structures, instructional practices, and institutional policies interact with students' lived experiences. She examines moments of transition and instability such as gateway courses, transfer pathways, and career decision-making to connect individual sensemaking with population-level patterns. By integrating qualitative and quantitative data to empirically test and refine dominant theories, her work aims to produce more accurate models of engineering education that both advance theory and inform practical improvements.
Dr. Rohde's teaching interests focus on the intentional design of structured, transparent learning environments that empower students to exercise agency, develop engineering judgment, and form professional identities. She is particularly drawn to problem-based and open-ended learning experiences that help students reflect, transfer knowledge across contexts, and build confidence while navigating ambiguity. Across large-enrollment and graduate-level courses, she is committed to evidence-based practices that foster belonging, support reflection, and align individual learning goals with disciplinary needs.
- T. Brothers, J. Rohde, M.A. Weitnauer, M. Sareva, K. Lyle, Art and STEM for Student Engagement…, ASEE 2025.
- J. Rohde, E.G. Weigel, Evaluating the Teaching Perspectives…, ASEE 2025.
- L. Chen, Z. Qin, Y. Guo, J. Rohde, Y. Zhang, Benchmarking LLMs on homework assessment…, IJAIE, 2025.
- L. Chen et al., Enhancing LLMs for automated homework assessment…, FIE 2025.
- J. Rohde, L. Raju, E. Moore, Tracking Shifts in Major and Concentration Combinations…, FIE 2025.