Skip Menu

Return to Skip Menu

Main Content

Jeremy Ernst

Associate Professor

Ed.D.


Jeremy V. Ernst is an associate professor of Integrative STEM Education at Virginia Tech.  Jeremy received a bachelors from Clemson University and a masters and doctorate from North Carolina State University. During his graduate study he served as a researcher for the National Science Foundation (NSF) funded Techknow and VisTE Projects.

Dr. Ernst has teaching, advising, and research experiences in various capacities at the post-secondary and secondary levels.  His previous academic appointment was at North Carolina State University (2006-2011) where his responsibilities included teaching courses in Imaging Technology, Advanced Digital Media, and Emerging Issues in Technology.  His current teaching assignments at Virginia Tech include graduate courses in Technology Education and Integrative STEM Education.

Jeremy is a 2014-2015 Fellow at the Virginia Tech Institute for Creativity Arts and Technology and was 2012 President of the North Carolina Council on Technology Teacher Education and was 2013 President of the Southeastern Technology Education Conference.  Also, Jeremy was presented with the 2013 Silvius-Wolansky Outstanding Scholarly Publication in Technology Education award for his co-authored article (with Allison W. McCulloch) Estuarine Ecosystems: Using Signature T&E Approaches to Support STEM Instruction. He is currently on the Board of Reviewers for the Journal of Technology Studies, the Editorial Review Board for the American Journal of Educational Studies, and has served as an Expert Reviewer for the International Journal of Science Education, and the International Journal of Engineering Education.  He is a member of the International Technology and Engineering Educators Association, American Society for Engineering Education, Epsilon Pi Tau, Mississippi Valley Technology Teacher Education Conference, National Council of Teachers of Mathematics, Southeastern Technology Education Conference, Technology, Engineering, and Design Education Teacher Education Council, and the Virginia Technology Education Association.

Ed.D.  Technology Education, North Carolina State University

M.Ed.  Technology Education, North Carolina State University

B.S.  Technology and Human Resource Development, Clemson University

EDCI 5804 – STEM Education Foundations

STEM Education Foundations approaches Science, Technology, Engineering, and Mathematics education content and process from a distinct discipline-based historical and theoretical angle. Students will form and/or re-form viewpoints and approaches concerning Integrative STEM education and its organizational structure in K-16 education.  Students will develop and propose an integrative STEM education strategy that further develops, expands upon, and/or challenges existing STEM education implementation and integration models based on existing evidence and outcomes from the work of scholars in STEM education and other related disciplines.

EDCI 5824 - STEM Education Trends and Issues

The STEM Education Trends and Issues course presents an introduction to contemporary K-16 STEM education developments, opportunities, and challenges from both discipline-based and integrative approaches. Students will examine current STEM education initiatives and modern Integrative STEM educational considerations pertaining to policy, structure, process, and student learning.

EDCI 5844 – STEM Education Seminar

This course is designed as a general exploration into the issues surrounding the development of a STEM literate populace through education. This exploration will be facilitated by a blend of readings, discussions, and personal reflections. Course instruction will follow a seminar format appropriate for such a graduate level course.

EDCI 5964 – Field Studies in STEM Education

Applied study in one or more educational institutions. Research, evaluation, curricular, and instructional projects are examples of appropriate areas of study.

Dr. Ernst specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He currently serves as the PI for the NSF funded Transforming Teaching through Implementing Inquiry Project (2011-current) and Co-PI for the NSF funded Re-designed High Schools for Transformed STEM Learning Project (2011-current). Selected previously funded research projects include the NIH funded Do Engineering Curricula Improve Science and Mathematics Learning in Elementary School Students? Project (2009-2011); FRPD funded Social Adjustment for Students Identified as At-Risk (2010-2011), NSF funded Online Course/Business Partnership (2008-2010).

Refereed Journal Articles:

Swinson, R., Clark, A. C., Ernst, J. V., & Sutton, K. (accepted). Design, test, redesign: Simulation in technology, engineering, and design education classrooms. The Technology and Engineering Teacher.

Buelin, J., Clark, A. C., & Ernst, J. V. (accepted). Engineering’s grand challenges: Priorities and integration recommendations for technology education curriculum development. Journal of Technology Education.

Li, S., Ernst, J.V. & Williams, T.O.  (accepted).  Supporting students with disabilities and Limited English Proficiency: STEM educator professional development participation and satisfaction.  International Journal of STEM Education.

Ernst, J.V. & Glennie, E.J.  (accepted).  Redesigned high schools for transformed STEM learning: Performance assessment pilot outcome.  Journal of STEM Education.

Ernst, J. V., Bowen, B., & Williams, T. O.  (in press).  Freshman engineering students at-risk of non-matriculation: Self-efficacy for academic learning.  American Journal of Engineering Education.

Swaby, K. & Ernst, J.V.  (in press).  STEM education fiscal year 2015: An analysis of educational investments and expectations.  Journal of STEM Education.

Ernst, J.V., Lane, D. & Clark, A.C. (2015).  Pictorial visual rotation ability of engineering design graphics students. Engineering Design Graphics Journal, 79(1), 1-13.

Williams, T.O., Ernst, J.V., & Kaui, T.  (2015).  Special populations at-risk of dropping out of school: A  discipline based analysis of STEM educators.  Journal of STEM Education, 16(1), 41-45.

Ernst, J.V. & Clark, A.C.  (2014).  Self-regulated learning of engineering design graphics students at risk.  Journal of Engineering Technology, 31(2), 26-31.

Ernst, J.V. & Bowen, B.  (2014).  Career awareness of freshman engineering students academically at-risk.  American Journal of Engineering Education, 5(2), 91-98.

Ernst, J.V. & Williams, T.O.  (2014).  Technology and engineering education accommodation service profile.  Journal of Technology Education, 26(1), 64-74.

Sutton, K., Grubbs. M. & Ernst, J.V. (2014). Design under constraints: Cell phone case design challenge. The Technology and Engineering Teacher, 74(2), 12-17.

Ernst, J.V.  (2014).  Analysis of content and digital media infusion quality in integrative STEM education.  Journal of STEM Teacher Education, 49(1), 57-66.

Busby, J.R., Ernst, J.V. & Clark, A.C. (2013).  Visualization ability and student outcomes in engineering design graphics.  International Journal of Vocational Education and Training, 21(2), 35-42.

McCulloch, A.W., Ernst, J.V., Limer, C.S., & Taormina, G.  (2013).  STEM inquiry on the Neuse River.  Centroid!, 39(1), 6-10.

Thornton, M.G., Thornton, T.R., Ernst, J.V., & Clark, A.C.  (2013).  A rationale for teaching basic technical animation in the secondary classroom.  The Technology and Engineering Teacher, 73(4), 32-36.

Ernst, J.V.  (2013).  Impact of experiential learning on cognitive outcome in technology and engineering teacher preparation.  Journal of Technology Education, 24(2), 31-40.

Ernst, J.V. & Moye. J.J.  (2013).  Social adjustment of technology education students at-risk.  Journal of Technology Education, 24(2), 2-13.

McCulloch, A.W. & Ernst, J.V.  (2012).  Estuarine ecosystems: Using T & E signature approaches to support STEM integration.  The Technology and Engineering Teacher, 72(3), 13-17.

Watson, P.L.  & Ernst, J.V.  (2012).  Digital media infusion in integrative STEM/technology education.  Technology, Engineering, and Design Education Journal, 14(1), 1-7.

Ernst, J.V. & Clark, A.C.  (2012).  Fundamental computer science conceptual understandings for high school students using original computer game design.  The Journal of STEM Education. 13(5), 40-45.

Ernst, J.V. & Clark, A.C.  (2012).  Attitudes and motivation of students in an introductory technical graphics course.  Engineering Design Graphics Journal,  76(2), 1-16.

Thornton, T.R., Ernst, J.V., & Clark, A.C.  (2012).  Augmented reality as a visual and spatial learning tool in technology education.  The Technology and Engineering Teacher. 71(8), 18-21.

Ernst, J.V.  (2011).  At-Risk learner preference in engineering/technical graphics: An exploratory study.  Engineering Design Graphics Journal, 75(3), 7-18.

Busby, J.R., Ernst, J.V. & Clark, A.C. (2011). 21st century skills: Contemporary instructional strategies and approaches for technology education. International Journal of Vocational Education and Training. 19(2), 34-44.

Ernst, J.V. & Clark, A.C.  (2011).  Collaborative information and multimedia to assess team interaction in technology teacher preparation.  Journal of Technology Education22(2), 53-70.

Fahrer, N.E, Ernst, J.V., Branoff, T.J., & Clark, A.C.  (2011).  Performance and cognitive assessment in 3-d modeling.  Journal of sTEm Teacher Education.  48(1), 68-95.

Clark, A.C. & Ernst, J.V.  (2011).  Functional priorities of students in an introductory engineering design graphics course.  Technology Education Journal, 13(1), 6-15.

Clark, A.C. & Ernst, J.V.  (2010).  Engineering and technical graphics education; using the revised Bloom’s Taxonomy.  Journal of Geometry and Graphics14(2), 215-224.

Phelps, E. & Ernst, J.V.  (2010).  Nanosolar technology energizes student learning.  The Technology Teacher, 70(2), 14-18.

Ernst, J.V.  (2010). Model selection in technological problem solving. Technology Education Journal, 12(1), 26-33.

Ernst, J.V. (2009).  Nanotechnology education: Contemporary content and approaches.  Journal of Technological Studies, 35(1), 3-8.

Ernst, J.V. (2009). Contextual problem solving model origination.  Journal of Industrial Teacher Education, 46(2), 27-47.

Busby, J.R, Ernst, J.V. & Varnado, TE.  (2009).  Data, data everywhere!.  The Technology Teacher, 69(3), 20-24.

Ernst, J.V. & Clark, A.C. (2009).  Technology-based content through virtual and physical modeling: A national research study.  Journal of Technology Education, 20(2), 23-36.

Clark, A.C & Ernst, J.V. (2009).  STEM-based computational modeling in technology education.  Journal of Technological Studies, 34(1), 20-27.

Clark, A.C & Ernst, J.V. (2009).  Gaming research for technology education.  Journal of STEM Education, 10(2), 25-30.

Ernst, J.V. & Busby, J.R.  (2009).  Hydroponics: Content and rationale.  The Technology Teacher, 68(6), 20-24.

Ernst, J.V. (2008).  A comparison of traditional and hybrid online instructional presentation in communication technology.  Journal of Technology Education, 19(2) 40-49.

Ernst, J.V. (2008). Analysis of cognitive and performance assessments in an Engineering/Technical Graphics Curriculum.  Journal Industrial Teacher Education, 45(1), 88-99.

Ernst, J.V. & Clark, A.C. (2008). Students’ preferred learning styles in graphic communications.  Engineering Design Graphics Journal, 72(1) 9-18

Ernst, J.V. & Clark, A.C. (Spring, 2008). Differences in perception between male and female students when studying information and communication technology.  Visual Communication Journal, 21-26.

Busby. J.R., Ernst, J.V., Fagert, M.R. & Haynie, W.J. (2008). Professional development online: A market analysis. Technology Education Journal, 10(1), 60-65.

Mack. N.C., Clark, A.C., & Ernst, J.V. (2008). An examination of perceptions and workplace conditions of technology teachers in North Carolina. Technology Education Journal, 10(1), 12-19.

Mapson. K.H., Clark, A.C., & Ernst, J.V. (2008). VARK: An introspective look at introductory graphic communications courses at North Carolina State University. Technology Education Journal, 10(1), 20-29.

Ernst, J.V. & Clark, A.C.  (2007). Scientific and technical visualization in technology education.  The Technology Teacher, 66(8),16-20.

Ernst, J.V. & Clark, A.C.  (2007). Effects of instructional presentation on dominant preferred learning styles.  Technology Education Journal, 9(1), 45-57.

Ernst, J.V. & Clark, A.C.  (2006). Integrating mathematic, scientific, and technological concepts through visual-based materials.  Technology Education Journal, 8(1), 34-42.

Ernst, J.V., Taylor, J.S., & Peterson, R.E.  (2005). Tech-know: Integrating engaging activities through standards-based learning. The Technology Teacher, 65(2), 15-18.

Refereed Proceedings:

Ernst, J.V., Segedin, L., Clark, A.C., & DeLuca, V.W. (2014).  Technology, engineering, and design educator professional development system implementation: Initial pilot results. Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Indianapolis, IN, Session T247

Ernst, J.V., Lane, D. & Clark, A.C. (2014).  Pictorial visual rotation ability of engineering design graphics students. Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Indianapolis, IN, Session M530.

Segedin, L., Ernst, J.V. & Clark, A.C. (2013).  Transforming teaching through implementing inquiry: A national board-aligned professional development system. Published Proceedings of the Association for Career and Technical Education Research, Las Vegas, NV.

Ernst, J.V., Clark, A.C., DeLuca, V.W., & Bottomley, L.J. (2013).  Professional development system design for grades 6-12 technology, engineering, and design educators.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Atlanta, GA, Session #6184.

Clark, A.C. & Ernst, J.V. (2013).  Preferential learning of students in a post-secondary introductory engineering graphics course: A preliminary study focused on students at-risk.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Atlanta, GA, #6085

McCulloch, A.W. & Ernst, J.V. (2012).  Intentionally integrating STEM: A proposed framework.  Published Proceedings of the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University, p. 104-107.

Clark, A.C. & Ernst, J.V.  (2012).  A learner profile thematic review of introductory engineering design graphics students. Published Proceedings of the Engineering Design Graphics Division of the American Society of Engineering Education’s 67th Mid-Year Conference, Limerick Ireland, Session 3 p.106-110.

Ernst, J.V., Bottomley, L.J., & Parry, E.A. (2012).  Term analysis of an elementary engineering design approach.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, San Antonio, TX, Session W214D

Ernst, J.V., & Clark, A.C.  (2012).  At-risk visual performance and motivation in introductory engineering design graphics.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, San Antonio, TX, Session M209.

Ernst, J.V. & Clark, A.C. (2012). Spatial acuity in engineering design graphics. Proceedings of the Council on Technology and Engineering Teacher Education of the International Technology and Engineering Educators Association Annual Conference, Long Beach, CA.

Mapson, K.H., Ernst, J.V., & Clark, A.C.  (2012).  Developing 3d modeling courses for online teaching: Instructional technologies to consider Published Proceedings of the Engineering Design Graphics Division of the American Society of Engineering Education’s 66th Mid-Year Conference, Galveston, TX, Technical Session I p.1-16.

DeLuca, V.W., Lari, N., Ernst, J.V., & Clark, A.C.  (2011).  Data-rich learning environments for engineering education.  Published Proceedings of the Frontiers in Education Annual Conference, Rapid City, SD, Session T1A.

Ernst, J.V., Bottomley, L.J., Parry, E.A., & Lavelle, J.P.  (2011).  Elementary engineering implementation and student learning outcomes.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Vancouver, BC, Session M544B.

DeLuca, V.W., Lari, N., Ernst, J.V., & Clark, A.C.  (2011).  Teaching design and technical graphics in a green environment.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Vancouver, BC, Session T427.

Shreve, M., Branoff, T., Ernst, J.V., & Wiebe, E.N.  (2011).  What do students get out of solid modeling video demonstrations?.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Vancouver, BC, Session T227.

Clark, A.C., Ernst, J.V., & Downs, B.W. (2010).  A survey of graphic professionals focused on distance education trends in technical/engineering. Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Louisville, KY, Session 2010-211.

Ernst, J.V.  & Clark, A.C.  (2010).  Virtual and physical modeling: A curricular design for at-risk students in career and technical education.  Refereed proceedings of the International Association for Technology, Education, and Development’s International Technology Education and Development Conference, Valencia, Spain, ISBN: 978-84-613-5538-9, 1992-2000.

Clark, A.C. & Ernst, J.V.  (2010).  Computational modeling: Projects and innovations for technology education.  Refereed proceedings of the International Association for Technology, Education, and Development’s International Technology Education and Development Conference, Valencia, Spain, ISBN: 978-84-613-5538-9, 2056-2067.

Downs, B.W., Clark, A.C., Ernst, J.V., & Scales, A.Y.  (2009).  Part one of a survey of graphic professionals focused on the emerging themes of technical/engineering graphics education in the United States.  Published Proceedings of the Engineering Design Graphics Division of the American Society of Engineering Education’s 64th Mid-Year Conference, Erie, PA, Session III, 82-97.

Ernst, J.V., Clark, A.C., & Scales, A.C.  (2009).  A comparison of the attitudes and motivation of students in an introductory technical graphics course: A mixed methods analysis.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Austin, TX, Session 2009-512.

Ernst, J.V. & Clark, A.C.  (2009).  Educational licensure for future engineers.  Published Proceedings of the American Institute of Higher Education (AMHIGHED) 3rd International Conference, Nashville, TN, 2(1), 150-153.

Clark, A.C., Ernst, J.V., & Scales, A.Y.  (January, 2009).  Motivation and strategies for learning in a fundamentals of graphics education course.  Published Proceedings of the Engineering Design Graphics Division of the American Society of Engineering Education’s 63rd Mid-Year Conference, Berkeley, CA, Session II, 09:2-09:10.

Clark, A.C., Ernst, J.V. & Scales, A.Y.  (2008). The attitudes and opinions of students toward technical graphics: Preliminary survey results.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Pittsburgh, PA, Session 2008-847.

Clark, A.C. & Ernst, J.V.  (2008). Visual science and STEM-based 6-12 education.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Pittsburgh, PA, Session 2008-419.

Clark, A.C. & Ernst, J.V.  (2007). Preferred learning style assessment of graphic communications students.  Published Proceedings of the American Society for Engineering Education Mid-Year Technical Conference, Virginia Beach, VA, Technical Session 3.

Ernst, J.V. & Clark, A.C.  (2006). Supporting technological literacy through the integration of engineering, mathematic, scientific, and technological concepts.  Published Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Chicago, IL, Session 1467.

    Jeremy Ernst  DR. JEREMY V. ERNST

  • 540-231-2040
  • jvernst@vt.edu
  • Virginia Tech, School of Education
    115 War Memorial Hall
    Blacksburg, VA 24061
    USA
  • Website