Jenny Daugherty

Professional Title
Associate Professor
About Me (Bio)
Jenny joined the faculty as an Associate Professor at Louisiana State University in the School of Human Resource Education & Workforce Development in the Fall of 2016. She is also the Director of the newly developed Leadership Development Institute at LSU. Prior to joining LSU, Jenny Daugherty earned tenure as an Associate Professor at Purdue University in the Department of Technology Leadership and Innovation. Her research and teaching efforts have primarily been focused in the areas of STEM education, leadership and organizational development. Jenny earned her doctoral degree in Human Resource Education from the University of Illinois, where she was awarded a fellowship with the National Center for Engineering and Technology Education. Her research explores the intersections of learning, change management, leadership, and STEM. Although varied in context, Jenny is specifically interested in what knowledge or competencies are most effective in preparing practitioners and how these practitioners then acquire and apply this new knowledge and competencies. These practitioners are often recognized leaders in their fields (whether in education, cyber-security, or technology companies) or emerge as leaders and thus the implications for leadership development and research are significant.

Dr. Daugherty is a co-Principal Investigator on a Discovery Research K-12 project, Project Infuse, that is examining the viability of an engineering concept based approach to teacher professional development within science and technology education.
Black Hills State University (BHSU), Stevens Institute of Technology (SIT), University of Maryland, Baltimore County (UMBC), University of Massachusetts, Boston (UMass Boston), Purdue University

This project will determine the viability of an engineering concept-based approach to teacher professional development for secondary school science teachers in life science and in physical science. The project refines the conceptual base for engineering at the secondary level learning to increase the understanding of engineering concepts by the science teachers. The hypothesis is that when teachers and students engage with engineering design activities their understanding of science concepts and inquiry are also enhanced.