About

Jennifer C. Wells, MD, is an Assistant Professor at Virginia Tech Carilion School of Medicine. Her professional role involves contributing to medical education and research within the institution. She is associated with the Virginia Tech Carilion School of Medicine and maintains a clinical and academic presence at the Carilion Clinic. Her work focuses on advancing medical knowledge and training future healthcare professionals through her faculty activities. Specific details about her research focus, background, or key contributions are not provided in the available page text.

Research topics

• Computer Science
• Psychology
• Engineering management
• Engineering
• Clinical psychology
• Human–computer interaction
• Systems engineering
• Environmental health
• Business
• Mathematics education
• Medicine
• Psychiatry
• Process management
• Civil engineering
• Construction engineering

Selected publications

• Promoting elementary student graphical device comprehension: efficacy of technological and engineering design based learning

  International Journal of Technology and Design Education · 2025-06-02

  articleOpen accessSenior authorCorresponding

  Abstract The research presented is an investigation into the efficacy of technological and engineering design-based learning (T/E DBL) as a pedagogical approach to intentionally facilitate comprehension of nonfiction/informational text inclusive of graphical devices among elementary students. The research followed a mixed method exploratory embedded case study design. Six grade five participants were studied as whole group and as reading level dyads (below, on, and above grade level) while progressing through three different T/E DBL challenges designed to intentionally support graphical device comprehension (GDC) instruction. A variety of instruments were used to collect data and assess participant prior knowledge, comprehension of graphical devices, and resultant reading comprehension of both familiar and unfamiliar texts. Data analysis generated detailed descriptions of reading comprehension levels for each of the six participants throughout the study. Findings revealed that T/E DBL increased text interactions and graphical device usage across all participants, promoted their development of general GDC for diagrams and tables, improved their comprehension of unfamiliar science texts, and proved to be of particular benefit to below grade level readers. These results demonstrated the efficacy of T/E DBL as a valuable component of elementary level reading instruction for improving student use and comprehension of graphical devices, and for improving their overall comprehension of unfamiliar science and engineering texts where embedded graphical devices present new content in a visual information genre.

  PublisherOA PDFDOI

• Conundrums and Bellwethers: Interpreting Research Trends

  Journal of Technology Education · 2025-01-01

  articleOpen access1st authorCorresponding
  PublisherOA PDFDOI

• UNMASKING CARDIAC SARCOIDOSIS WITH PET-CT AND CMR FUSION: A COMPREHENSIVE DIAGNOSTIC TOOL

  Journal of the American College of Cardiology · 2025-03-29

  articleOpen access
  PublisherDOI

• Clarity of Scope and Focus: The Rearview Mirror is Always Clearer than the Windshield

  Journal of Technology Education · 2024-01-01 · 1 citations

  articleOpen access1st authorCorresponding

  The Journal of Technology Education is an international platform for scholarly discussion intended to advance thinking on technology and engineering education philosophy, theory, and practice. To this end, the journal publishes peer-reviewed research, theoretical, and positional articles addressing topics related to the PK-12 curricular area of technology and engineering education (T&EE), and its teacher education. The implementation of PK-12 T&EE promotes learning of both content and practice through student engagement in minds-on/hands-on, design based, problem-solving experiences. T&EE is a subject area fostering technological and engineering literacy where students learn about the full range of technologies from material processing, energy, biotechnologies, and robotics to construction, transportation, communications, electronics, and computational technologies. As a PK-12 curricular area, T&EE is intended for all students, regardless of their future career aspirations.

  PublisherOA PDFDOI

• Scope of the Journal of Technology Education

  Journal of Technology Education · 2023-01-01

  articleOpen access1st authorCorresponding
  PublisherOA PDFDOI

• From the Editor

  Journal of Technology Education · 2023-01-01

  articleOpen access1st authorCorresponding

  When first published in 1989, the original intent of the JTE was to publish research related directly to technology education and to provide the means for open access to that research on a global scale.The journal has not wavered in this intent, and actually, with the relatively recent expansion of the field to be technology and engineering education (TEE), became more inclusive.As a result, the scope of the journal was broadened to embrace research related directly to TEE, and given the strong national and international attention to technological/engineering design based learning (T/E DBL), to be inclusive of research focused on design and technology (D&T).However, in spite of a scope broadened to increase the breadth of research related directly to technology, engineering, and design education, during the past several years the journal has not experienced a parallel increase in the volume of acceptable manuscript submissions.Why is this the case?In the first 31 years of the JTE, between 1989 and 2019, there were roughly 100 articles published each decade, which averages out to roughly 10 articles published each year.As we complete the fourth year of the next decade, a total of 20 articles have been published, resulting in an average of 5 published each year.And in the past three years alone, the number of articles published was only 12 -an average of 4 articles per year.The downward trend of JTE publications thus far this decade is a conundrum.And especially so given the many national and international sources (master's and doctoral studies, conference presentations/proceedings, funded research reports, etc.) generating formal and informal research results annually.These sources reflect the exceedingly large number of studies that are conducted each and every year.Clearly there is no lack of new and ongoing research.This being the case, what is lacking then, are researchers selecting the JTE as their outlet for dissemination of scholarship.Reversing this trend is critical to the longevity of the journal and calls for aggressive efforts to identify and reach out directly to those conducting research appropriate for publication in the JTE.Where then, should we direct these efforts?Scholarship Lost Beginning in 1997, literally every master's thesis and doctoral dissertation at Virginia Tech has been published electronically and made available globally via the open-access Electronic Theses and Dissertations (ETD) database.Since that time a great many of the universities throughout the US have done likewise.Similarly, there has been a steady increase internationally of such databases, the

  PublisherOA PDFDOI

• Editorial Team

  Journal of Technology Education · 2023-01-01

  articleOpen access1st authorCorresponding
  PublisherOA PDFDOI

• Stress and Maladaptive Coping of Italians Health Care Professionals during the First Wave of the Pandemic

  Brain Sciences · 2021 · 22 citations

  • Medicine
  • Clinical psychology
  • Psychology

  Stress during the pandemic has had an impact on the mental health of healthcare professionals (HCPs). However, little is known about coping and "maladaptive" coping behaviours of this population. This study investigates "maladaptive" coping behaviours and their correlation with stress, anxiety and insomnia of Italian HCPs during the pandemic. It reports on a cross-sectional, descriptive and correlational study based on a survey of 1955 Italian HCPs. Overall participants reported increases in cigarette smoking, time spent online and video playing. Overall reported alcohol consumption decreased but increased in those reporting drinking more than once a week. Those reporting starting smoking during the pandemic were found to have higher SAS and PSS scores. Those reporting being online for 3 or more hours were found to have higher ISS scores. Doctors who reported playing video games were found to have higher PSS, ISS and SAS scores whilst nurses who reported playing video games were found to have higher ISS scores. Doctors who reported playing for longer than one hour had higher PSS scores. Online behaviours may be a coping behaviour of HCPs affected by the pandemic. However, this is an underexplored area for the wellbeing of HCPs. These deficits need to be addressed going forward.

  PublisherOA PDFDOI

• Design-Based Biotechnological Learning

  2021-02-11 · 2 citations

  book-chapter1st authorCorresponding
  PublisherDOI

• T/E design based learning: assessing student critical thinking and problem solving abilities

  International Journal of Technology and Design Education · 2020 · 129 citations

  Senior authorCorresponding
  • Computer Science
  • Mathematics education
  • Computer Science
  PublisherDOI

Frequent coauthors

• Perry D. Phillips

  West Virginia University

  9 shared

• Reagan Curtis

  University of Illinois Urbana-Champaign

  9 shared

• Philip Ice

  9 shared

• Douglas Johnson

  Queen's Medical Center

  6 shared

• John S. Gero

  University of North Carolina at Charlotte

  6 shared

• Abhijit Deshmukh

  Ruby Hall Clinic

  5 shared

• Rashmi Chobe

  Baptist Medical Center Jacksonville

  5 shared

• Matthew Lammi

  Black & Veatch (United Kingdom)

  5 shared

Labs

• Obstetrics and GynecologyPI