Skip to Content

Dr. Kimberly G. Talley, P.E.

Dr. Talley

Assistant Professor - Construction Science and Management

Education:

Ph.D. of Civil Engineering, Structures Area – University of Texas at Austin – 2009 

Research Topic: Assessment and Repair of Concrete Bridge Columns Affected by Alkali Silica Reaction and Delayed Ettringite Formation

M.S. of Civil Engineering, Structures Area – University of Texas at Austin – 2005

Research Topic: Cost Benefit Analysis of Corrosion Protection Schemes for Post-Tensioned Concrete Bridge Elements

B.S. of Construction Engineering and Management – North Carolina State University – 2002

B.S. of History – North Carolina State University – 2002

European School for Advanced Studies in Reduction of Seismic Risk (ROSE School): Pavia, Italy – Summer 2003
Study Abroad Course: Seismic Design and Retrofit of Reinforced Concrete Bridges

Oxford University: Oxford, England – Summer 2002
Study Abroad Courses: Modern British History and Introduction to Shakespeare

Biography:

Dr. Kimberly G. Talley is an assistant professor in the Department of Engineering Technology, Senior Research Fellow and Maker Space Co-Director for the LBJ Institute for STEM Education and Research at Texas State University, and a licensed Professional Engineer (Structural). She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and in Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management Program, and her research focus is in student engagement and retention in engineering and engineering technology.

Dr. Talley has revised a senior-level Construction Estimating class (CSM 4361) and a junior-level Structural Analysis class (CSM 3360), both in the Department of Engineering Technology, to utilize active learning strategies.  As well, she has integrated peer to peer learning through student-produced videos to partially flip Construction Estimating.  As Texas State University is a Hispanic Serving Institution, Dr. Talley’s teaching and research in engineering education focused on student engagement and retention – specifically engineering technology and engineering majors – has the potential to encourage many minority students to pursue careers in STEM fields.

In collaboration with Georgia Tech and James Madison University, Dr. Talley is studying the best practices and impacts of maker spaces in university settings as well as implementing those best practices at Texas State’s university-wide makerspace: Bobcat Made.  Bobcat Made is intended to study changes in engineering design self-efficacy, belonging, and STEM career interest & identity of its users while targeting an undergraduate audience that is diverse both in ethnicity and major.  Texas State University is a Hispanic Serving Institution, with 35% of the student population Hispanic, 9% Black/African American, and no ethnic majority.  As well, this maker space is open to all majors ranging from engineering and engineering technology majors to pre-service teachers.

As the Maker Space Co-Director and a Senior Research Fellow for the LBJ Institute for STEM Education and Research at Texas State University, Dr. Talley works collaboratively with colleagues across both the College of Science and Engineering and the College of Education to study and improve engineering education engagement and retention as a part of STEM initiatives.  As a part of this role, Dr. Talley is working on a four-year effort to boost STEM student retention, especially amongst underrepresented populations where the retention and representation gaps are the greatest.

Research Interests:

Dr. Talley’s research interests fit within her research triangle anchored by Engagement, Retention, and Engineering Technology & Engineering Students.  These interests include:

Active Learning; Belonging; Construction Education; Engineering Education; Engineering Technology Education; Flipped Classroom; Makerspaces; Motivation; Peer-to-peer learning; Professional Identity Development; Retention; Self-Efficacy; Student Diversity; and Student Engagement and Success.

 

talley