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Jenefer Husman

Jenefer Husman's picture

Contact Info

Office Location: 
Lokey 125C
Associate Professor
PhD University of Texas at Austin
BS The Evergreen State College

Educational psychologist Jenefer Husman’s research focuses on how students imagine their futures and how their futures influence learning in the present. She argues that thoughts about our futures can be transformative; changes in who we want to become can change what we do and who we are now. Jenefer has created educational programs providing access and support for under-served student in STEM fields, especially engineering.


Husman, J., Hilpert, J.C., & Brem, S, K., (2016). Future Time Perspective Connectedness to a Career:  The Contextual Effects of Classroom Knowledge Building. Psychologica Belgica.

Nelson, K. G., Shell, D.F., Husman, J., Fishman, E.J. & Soh, L. (2015).  Student approaches to learning in a foundational engineering course: A motivational and self-regulated learning profiles perspective. Journal of Engineering Education 104(1), 74-100. DOI: 10.1002/jee.20066

Hilpert, J. C., Husman, J., & Carrion, M., L., (2014). Gender Differences in Engineering Students’ Imagined Futures. Journal of Women and Minorities in Science and Engineering, 20(3), 197-209. DOI: 10.1615/JWomenMinorScienEng.2014007079

Stump, G. S., Husman, J., & Corby, M. (2014). Engineering Students' Intelligence Beliefs and Learning. Journal of Engineering Education, 103(3), 369-387. DOI: 10.1002/jee.20051

Shankar, P., Chung W-. T., Husman J., & Wells, V. L. (2013). A novel software framework for teaching aircraft dynamics and control. Computer Application in Engineering Education. DOI: 10.1002/cae.21579

Hilpert, J.C., Husman, J., Stump, G.S., Kim, W., Chung, W., & Duggan, M. A., (2012). Examining students’ future time perspective: Pathways to knowledge building. Japanese Psychological Research, 54 (3), p. 229-240. DOI: 10.1111/j.1468-5884.2012.00525.

van der Hoeven Kraft, K. J., Srogi, L., Husman, J., Semken, S., & Fuhrman, M. (2011). Engaging students to learn through the affective domain: A new framework for teaching in the geosciences. Journal of Geoscience Education, 59, 71-84.