Kathryn W. Jablokow earned her Ph.D., M.S., and B.S. in electrical engineering from Ohio State University. She joined Penn State in 1990 after spending a year as an NSF-NATO Postdoctoral Fellow at RWTH Aachen, Germany. Dr. Jablokow is the author of four graduate-level engineering courses focused on problem solving, creativity, and invention, and a collaborator in the creation of multiple new minors and degree programs across the University. She is one of three Penn State engineering faculty who developed and teach a Massive Open Online Course (MOOC) on creativity, innovation, and change, which has attracted over 250,000 learners since 2013. Dr. Jablokow played a key role in developing the Multidisciplinary Engineering Design option of Penn State’s undergraduate General Engineering degree, which she now directs. Dr. Jablokow serves as a Director of the Educational Research & Methods Division of ASEE and as a Member of the Steering Committee of the North American Chapter of the Design Society. Her current research on cognition-based design, ideation flexibility, engineering innovativeness, and high performance design teams is supported by multiple grants from the National Science Foundation.
2016 American Society of Mechanical Engineers (ASME) Ruth and Joel Spira Outstanding Design Educator Award.
2015 American Society of Engineering Education (ASEE) Best Paper Award, Design Engineering Education Division and Professional Interest Council.
2008 Election to ASME Fellow.
Menold, J., Jablokow, K. W., Ferguson, D. M., Purzer, S., & Ohland, M. W. (2016). The characteristics of engineering innovativeness: A cognitive mapping and review of instruments. International Journal of Engineering Education, 32(1A), 64–83.
Pursel, B., Zhang, L., Jablokow, K. W., Choi, G, & Velegol, D. (2016). Understanding MOOC students: Motivations and behaviours indicative of MOOC completion. Journal of Computer Assisted Learning, 32(3), 202–217.
Jablokow, K. W., DeFranco, J. F., Richmond, S., Piovoso, M. J., & Bilen, S. G. (2015). Cognitive style and concept mapping performance. Journal of Engineering Education, 104(3), 303–325.
Vercellone-Smith, P., Jablokow, K. W., & Friedel, C. (2012). Characterizing communication networks in a web-based classroom: Cognitive styles and linguistic behavior of self-organizing groups in online discussions. Computers & Education, 59(2), 222–235.
Ergin, N. H., & Jablokow, K. W. (2012). Problem-solving variability in cognitive architectures. IEEE Transactions on Systems, Man, and Cybernetics, Part C (Applications and Reviews), 42(6), 1231–1242.
Jablokow, K. W., & Vercellone-Smith, P. (2011). The impact of cognitive style on social networks in on-line discussions. Advances in Engineering Education, 2(3), 29. http://advances.asee.org/vol02/issue03/.
Jablokow, K. W., Jablokow, A. G., & Seasock, C. T. (2010). IT leadership from a problem solving perspective. Information Technology and Management, 11(3), 107–122.
Jablokow, K. W. (2008). Developing problem solving leadership: A cognitive approach. International Journal of Engineering Education, 24(5), 936–954.
Jablokow, K. W., & Booth, D. E. (2006). The impact and management of cognitive gap in high performance product development organizations. Journal of Engineering and Technology Management, 23(4), 313–336.
Jablokow, K. W. (2005). The catalytic nature of science: Implications for scientific problem solving in the 21st century. Technology in Society, 27(4), 531–549.
B.S., Electrical Engineering, Ohio State University
M.S., Electrical Engineering, Ohio State University
Ph.D., Electrical Engineering, Ohio State University