Contact Information: Office: 114B Phone: 434-924-6352 Email: rrbailey@virginia.edu Degree: Ph.D., Georgia Institute of Technology

Reid Bailey joined the faculty in 2006, after he had held faculty posts at the University of Dayton and the University of Arizona, where he was the Lockheed Martin Assistant Professor of Engineering Design. He was involved in engineering design education in all three positions, including:

• teaching capstone courses in which more than 130 capstone design teams (most with industrial sponsorship) completed projects
• leading the first-year engineering design course at Arizona (roughly 800 students per year)
• integrating real world projects with actual clients into first-year engineering design courses
• creating and co-directing Engineering Design Day at Arizona, the largest annual display of student work in the College of Engineering in which more than 200 students (roughly 70 design teams) present their final designs to the more than 40 industry judges that participate each year
• co-authoring the only design-centered textbook written specifically for first-year engineering students, Becoming a Technical Professional

Reid Bailey’s work in engineering design grew out of an interest in the environmental impact of engineers. His early research focused on modeling material flows in industrial systems, most notably applying a form of input-output mathematics previously used by ecologists (to study nutrient cycling in natural systems) to industrial systems. While the environmental impact of engineers is still a core interest, his teaching and research focus has expanded to include engineering design. More specifically, his most recent research and teaching aims to answer the following question:

What can be done to increase the engineering design process knowledge of students?

Current directions for researching this question include assessing the impact of authentic experiences on student learning of engineering design and, more generally, measuring an individual’s engineering design process knowledge.