3122 H.H. Dow2300 Hayward St., Ann Arbor, MI 48109-2136
Ph.D. Chemical Engineering ’13
University of Michigan
BSE Chemical Engineering ’09
My engineering education research involves investigating how students develop skills (such as creativity, communication, teamwork) and elements of affect (including confidence, sense of belonging, sense of inclusion) that students will need to succeed as an engineer, with a focus on how this development may differ based on a student’s gender.
Undergraduate ChE Courses
ENGR 100-300 Food Science and Engineering
CHE 360 Chemical Engineering Laboratory I
CHE 488 & 489 Chemical Product Design
Fogler, H. S. & Hirshfield, L. (2021) Process safety across the Chemical Engineering Curriculum. American Chemical Society Chemical Health & Safety. In press.
Hirshfield, L. & Chachra, D. (2021) Complex systems: Interactions between gender and project context on confidence of first-year engineering students. International Journal of Engineering Education. In press.
Hirshfield, L. & Koretsky, M.D. (2021) Cultivating creative thinking in engineering student teams: Can a computer-mediated virtual laboratory help? Journal of Computer Assisted Learning, 37(4), 587-601.
Hirshfield, L. & Fowler, R. (2020). Developing and piloting a survey to assess dissatisfaction of women in student teams. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L., Coller, J. A., Madden, E., & Fowler, R. (2020) Assessing the culture of engineering student project teams. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L., Edington, S., & Dailey, M. (2020) It’s all about the feels: How and why students’ feelings about their engineering program change. In proceedings of the American Society for Engineering Education annual meeting.
Beckwith, J. K. & Hirshfield, L. (2020) First year engineering experience from the rural student’s perspective. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L. & Fowler, R. (2019) Understanding female students’ dissatisfaction in first-year engineering teams. In proceedings of the Research on Engineering Education Symposium.
Hirshfield, L. & Mayes, H. B. (2019). Incorporating inclusivity and ethical awareness into chemical reaction engineering. Chemical Engineering Education, 53(4), 215-219.
Hirshfield, L. & Chachra, D. (2019). Experience is not mastery: Unexpected interactions between project task choice and measures of academic confidence and self-efficacy in first-year engineering students. International Journal of Engineering Education, 35(3), 806-823.
Hirshfield, L. & Chachra, D. (2019). Comparing the impact of project experiences across the engineering curriculum. International Journal of Research in Education and Science, 5(2), 468-487.
Hirshfield, L. (2018). Equal but not equitable: Self-reported data obscures gendered differences in project teams. IEEE Transactions on Education, 61(4), 305-311.
Hirshfield, L. & Koretsky, M. D. (2018). Gender and participation in an engineering problem-based learning environment. Interdisciplinary Journal of Problem-Based Learning, 12(1), 2.
Hirshfield, L., Içten, E., Giridhar, A., Nagy, Z. K., & Reklaitis, G. V. (2015). Real-time process management strategy for dropwise additive manufacturing of pharmaceutical products. Journal of Pharmaceutical Innovation, 10(2), 140-155.
Hirshfield, L., Giridhar, A., Taylor, L. S., Harris, M. T., & Reklaitis, G. V. (2014). Dropwise additive manufacturing of pharmaceutical products for solvent-based dosage forms. Journal of Pharmaceutical Sciences, 103(2), 496-506.