Jeremi London
Engineering · Purdue University West Lafayette
Publications
111
Citations
894
Est. group size
—
Recurring co-author estimate
Active years
35
Publishing since 1992
Jeremi London studies engineering education, focusing on how students—especially Black students and other underrepresented groups—experience learning, career preparation, and graduate school in engineering. This work examines issues like racial equity, inclusion, mentorship, and the transfer of classroom learning to workplace skills, often through case studies, surveys, and literature reviews. Prospective students would engage with topics at the intersection of engineering, education research, and diversity/equity studies.
Publication output has been variable over the last decade, with notable spikes in 2018, 2020, and 2024 (often coinciding with conference proceedings) interspersed with lower-output years, averaging about 7 publications per year over the last five years.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- Promoting a Culture of Inclusion in Graduate Engineering Education: A Case Study
Critical studies of education · 2026
- Characteristics of Authentic Construction Learning Experiences to Enable Accurate Consideration of Cost-Effective Alternatives
Buildings · 2025
- The Added Value of Black Engineering Students’ Participation in Identity-based Organizations: A Systematic Literature Review
Studies in Engineering Education · 2024
- Black Faces, White Spaces: Understanding the Role of Counterspaces in the Black Engineering Graduate Student Experience
2024
- The Transfer of Learning Between School and Work: A New Stance in the Debate About Engineering Graduates’ Preparedness for Career Success Abstract
2021 ASEE Virtual Annual Conference Content Access Proceedings · 2024
- For Us, By Us: Recommendations for Institutional Efforts to Enhance the Black Student Experience in Engineering
2024
- Assessing Head- Hand- and Heart-Related Competencies through Augmented-Reality
2024
- CAREER: Disrupting the Status Quo Regarding Who Gets to be an Engineer -- Insights from Year 1
2024
- #BlackLivesMatter: A content analysis of top engineering institutions’ responses to social-political activism
2024
- WIP: ASEE Year of Impact on Racial Equity: P-12 Parents and Guardians Engagement
2024
- WIP: A Pedagogical Intervention Leveraging Engineering Design Thinking to Foster a Tolerance for Ambiguity
2024
- WIP: ASEE Year of Impact on Racial Equity: 90 Day Equity Challenge
2024
- WIP: ASEE Year of Impact on Racial Equity: Impetus & Vision
2024
- Work in Progress: Bridging the Gap in Doctoral Engineering Education—Critically Investigating Factors Influencing Performance Outcomes on First Doctoral Degree Milestones
2024
- Board 232: CAREER: Disrupting the Status Quo Regarding Who Gets to Be an Engineer—Highlights from Year 2
2024
- 2020 ASEE Virtual Annual Conference Content Access Proceedings×5
- Journal of Engineering Education×4
- AEE Journal×3
- International journal of engineering education×3
- Journal of Construction Engineering and Management×2
- Emily Dringenberg
Engineering · The Ohio State University
- Héctor Rodríguez-Simmonds
Engineering · Purdue University West Lafayette
- Benjamin Ahn
Engineering · The Ohio State University
- Anne Lucietto
Engineering · Purdue University West Lafayette
- Jacqueline Rohde
Engineering · Purdue University West Lafayette
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 20, 2026.
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