Academic and Career Development, Engineering Education, College Teaching
Amy Swan is an assistant professor of higher education at George Mason University.
Dr. Swan’s research interests center on teaching and learning environments that affect students’ academic and career development, with a particular focus on experiential and contextual factors that shape students’ educational decision-making processes and occupational aspirations, as well as pre-college and college classroom innovations and their effect on student learning.
Before coming to Mason, she was a postdoctoral research associate at the Center for Advanced Study of Teaching and Learning in Higher Education (CASTL-HE) at the University of Virginia’s Curry School of Education. Dr. Swan holds a PhD in education from the University of Virginia and also completed a master’s degree in arts management at Carnegie Mellon University and a bachelor’s degree with honors in women’s studies at the University of North Carolina at Chapel Hill.
Swan, A.K., Inkelas, K.K., Jones, J.N., Pretlow, J., & Keller, T.F. (2018). The role of high school research experiences in shaping students’ research self-efficacy and preparation for undergraduate research participation. Journal of the First-Year Experience and Students in Transition, 30(1), 103-120.
Rowan-Kenyon, H.T., Savitz-Romer, M., Ott, M.W., Swan, A.K., & Liu, P. (2017). Finding conceptual coherence: Trends and alignment in the scholarship on noncognitive skills and their role in college success and career readiness. Higher Education: Handbook of Theory and Research, 32, 141-179.
Rowan-Kenyon, H.T., Blanchard, R.D., Reed, B.D., & Swan, A.K. (2016). Predictors of low-SES student persistence from the first to second year in college. In T.I.K. Youn (Ed.), Paradoxes of the democratization of higher education (Research in Social Problems and Public Policy, Volume 22, pp. 97-125). Bingley, United Kingdom: Emerald Group Publishing Limited.
Swan, A. (2015). Experiential and contextual factors that shape engineering interest and educational decision-making processes among female students. NASPA Journal About Women in Higher Education, 8, 82-100.
Swan, A.K. (2012). Female students’ experiences with project-based work in introductory engineering classes at two- and four-year institutions. Journal of Women and Minorities in Science and Engineering, 18, 337-357.
Rowan-Kenyon, H.T., Coso, A., Swan, A.K., Bailey, R.R., & Creager, M.F. (2012). The role of gender in student perceptions of leadership on interdisciplinary engineering teams. Journal of Women and Minorities in Science and Engineering, 18, 97-113.
Rowan-Kenyon, H.T., Swan, A.K., & Shoffner, M.F. (2012). Social cognitive factors, support, and engagement: Early adolescents’ math interests as precursors to choice of career. Career Development Quarterly, 60, 2-15.
Rowan-Kenyon, H.T., Perna, L.W., & Swan, A.K. (2011). Structuring opportunity: The role of school context in shaping high school students’ occupational aspirations. Career Development Quarterly, 59, 330-344.