Dr. Paul A. Asunda is an Associate professor of engineering and technology teacher education in the Department of Technology Leadership and Innovation (TLI) with a joint appointment in College of Education, Department of Curriculum and Instruction (C&I), and an affiliate faculty for the Center for Advancing the Teaching and Learning of STEM (CATALYST).
Dr. Asunda primarily prepares pre-service teachers with best practices around curriculum development, including assessment practices in STEM learning and workforce initiatives. His research and scholarship focus on supporting integration of engineering design and computational thinking practices in integrated Science, Technology, Engineering and Math (i-STEM) disciplines at the P-12 level specifically, STEM learning and engineering design across the professional continuum, computational thinking and engineering design initiatives in career and college success, and assessment and evaluation in engineering design integrated within STEM disciplines. Dr. Asunda has also done, and continues to do international work related to STEM teaching through engineering design practices and teacher preparation in Peru, and Kenya. He has been featured as a research expert on a American Institute of Research (AIR) panel that discussed Career and Technical Education Pathways to STEM Disciplines on Minnesota Public Television Broadcast. He has also participated as a panelist for the U.S. Department of Education, Office of Educational Technology talk on “Innovations in Career Technical Education and Transformative Learning.”
From 2014 to 2017 he served as the Vice President for the engineering and Technology Education division of the Association for Career and Technical Education (ACTE). In this leadership position, he represented over 1,500 STEM educators and helped to organize the division conferences, and to recognize and honor exemplary STEM educators, students, researchers, and engineering and technology programs nationwide.
Dr. Asunda continues to mentor undergraduate and graduate students. Students interested in integrated STEM initiatives, instructor development, career and college success, workforce education and development, curriculum development, and evaluation and assessment of STEM teaching, should contact Dr. Asunda to discuss possibilities for potential funding for graduate school.
Gerhard Salinger Award For Enhancing I-STEM Education Through Technological/Engineering Design-Based Instruction (2018)
Distinguished Service Award by eTED/ ACTE (2017)
Exceptional Early Career for Outstanding Undergraduate Teaching (2015-2016)
The John Lisack Early-Career Engagement Award (2015-2016)
Distinguished Service Award as treasurer (2009-12) – Association for Science Technology Engineering and Mathematics Teacher Educators formerly known as National Association of Industrial and Technical Teacher Educators (NAITTE) (2012)
Finalist – Outstanding Assistant Professor, recognition by University Council for Workforce and Human Resource Education (2011)
Association of Career and Technical Education (ACTE) Fellowship program (2010)
Outstanding Dissertation Manuscript, Journal for Industrial and Teacher Education (2008)
ITEEA 21st Century Leadership Academy fellow (2007-2008)
Invited Presentation: Graduate Research Symposium, second place paper in the 2006 NAITTE Graduate Research Paper competition. (2006)
First-Time Attendee Recognition. Association of Career and Technical Education (ACTE) (2004)
Asunda, P. A., & Thomas, C. (2018). Integrated STEM: Views and challenges of engineering and technology education K-12 teachers. Career and Technical Education Research, 43(2), 179-194
Asunda, P.A., & Quintana, J. (2018). Positioning the T and E in STEM: A methodological review of engineering and technology education research. Journal of Technology Education, 30(1), 2-29.
Asunda, P. A. (2018). Infusing computer science in engineering and Technology Education an integrated STEM perspective. Journal of Technology Studies, XLIV(1), 2-14
Asunda, P. A., & Weitlauf, J. (2018). STEM Habits of Mind: Supporting and Enhancing a PBL Design Challenge Integrated STEM Instruction Approach, Technology and Engineering Teacher Publication, 78 (3), 34-38.
Lammi, M., Denson, C., & Asunda, P. (2018). Systematic search and review of the literature on engineering design challenges in pre-college environments. Journal of Pre-College Engineering Education Research (J-PEER): Vol. 8: Iss. 2, Article 5. https://doi.org/10.7771/2157-9288.1172
Asunda, P.A., & Mativo, J. (2017). Integrated STEM: A new primer for teaching technology education (Part B). Technology and Engineering Teacher Publication, 76 (4), 14-19.
Asunda, P.A., & *Ware, S. (2015). Applying the congruence principle of Bloom’s taxonomy to develop an Integrated STEM experience through engineering design. Journal of Technology Studies. XLI (2), 88-100.
Fletcher Jr. E. C., Gordon, D. R. H., Asunda, P., Zirkle, C. (2015). A 2015 status study of career and technical education programs in the United States. Career and Technical Education Research, 40(3), 191-211. doi: http://dx.doi.org/10.5328/cter40.3.191
Asunda, P.A., Kim, S. E., & Westberry, R. (2015). Technology student characteristics: Course taking patterns as a pathway to STEM disciplines. Journal of Technology Education, 27(1), 2-22.
Asunda, P.A., & Mativo, J. (2015). Integrated STEM: A new primer for teaching technology education. Technology and Engineering Teacher Publication, 75 (4), 8-13.
Asunda, P.A., Finnell, A. M., & *Berry, N. (2015). Integration of the common core state standards into CTE: Challenges and strategies of career and technical educators. Career and Technical Education Research Journal, 40(1), 48-62.
Asunda, P.A. (2014). A conceptual framework for STEM integration into the curriculum through career and technical education. Journal of STEM Teacher Education, 49(1) 3-16.
Ball, J., Ogletree, R., Asunda, P., & Miller, K., Jurkowski, E. (2014). Diffusion of innovation elements that influence the adoption and diffusion of distance education in health. American Journal of Health Studies, 29(3), 240-246.
Voyles, C. E., & Asunda, P. A. (2014). Retention and academic performance of linguistically diverse engineering students. Online Journal for Global Engineering Education 7.2. Available at: http://digitalcommons.uri.edu/ojgee
Ball, J., Ogletree, R.J., Jurkowski, E., Fetro, J.V., Asunda, P. A., & Miller, K. (2014). The development of a measurement tool to measure the adoption of distance education in health, American Journal of Health Studies, 28(4), 183-189.
Asunda, P. A. (2012). Technology enhanced learning: The role of online and multimedia based instruction in workforce preparation. International Journal of Professional Practice, 3(4), 1-18.
Asunda, P. A. (2012). Standards for technological literacy and STEM education delivery through career and technical education programs. Journal of Technology Education, 23(2), 44-60.
Graves, L., Asunda, P. A., Stacy, P., & Goad, C. (2011). Asynchronous online access as an accommodation for students with learning disabilities and/or Attention-deficit hyperactivity disorders in post-secondary STEM courses. Journal of Postsecondary Education and Disability, 24(4), 317-330.
Asunda, P. A. (2011). Open courseware and STEM Initiatives in technology education. Journal of STEM Teacher Education, 48(2), 6-32.
Asunda, P. A. (2010). Designing instruction for the distance learner. Techniques, 85(6), 16-19.
Asunda, P. A. (2010). Productivity, social networks and net communities in the workplace. Techniques, 85(3), 38-41.
Asunda, P. A. (2010). Manual arts to technology education: Are we ripe for infusing aspects of a green technology into the curriculum? Journal of Career and Technical Education Research, 35(3), 175-187.
Rojewski, J. W., Asunda, P. A., & Kim, S. (2009). Trends in career and technical education research. Journal of Career and Technical Education, 24(2), 57-68.
Asunda, P. A., & Hill, B.R. (2008). Preparing technology teachers to teach engineering design. Journal of Industrial Technology Education, 45(1), 26-53.
Asunda, P. A., & Hill, B.R. (2007). Critical features of engineering design in technology education. Journal of Industrial Technology Education, 44(1), 25-48.
Chapters in books
Asunda, P. A., Calvin, J., & *Johanson, R. (2014). Preparing for online and distance learning courses. An investigation of factors that affect student learning and retention. In S. Keengwe, G. Schnellert, & K. Kungu (Eds.) Cross-Cultural Online Learning in Higher Education and Corporate Training (pp. 229-243). Hershey, PA: IGI Global
Asunda, P. A. (2011, January 27) Review of Cyber Kids, Cyber Bullying, Cyber Balance by Barbara C. Trolley & Constance Hanel. Education review, a journal of book reviews,
Asunda, P. A. (2009, September 9) Review of Rethinking Technology in Schools by Elaine V. Domine. Education review, a journal of book reviews