Iman Shayegani

Iman Shayegani is a fourth-year Ph.D. student in Engineering Education at the University of Cincinnati. He holds a Bachelor's degree in Electrical Engineering from the University of Tehran and a Master's degree in the same field from Shiraz University. He also holds a Master's degree in Education from the University of Cincinnati. His research focuses on instructional interventions in Circuits I courses to improve students’ conceptual understanding of electrical circuits. Additionally, he has been involved in research topcis related to examining hands on experiences and their effect on first-year engineering students’ self-efficacy, sense of belonging, and engineering identity. Currently, he is also deeply involved in assessment development, with a particular interest in reviewing students' misconceptions and advancing concept inventories related to circuits and electronics. 

B.Sc: Electrical Engineering: University of Tehran Tehran, Iran, 2015

M.Sc: Electrical Engineering-Power Systems: Shiraz University Shiraz, Iran, 2018

M.A. in Educational Studies: University of Cincinnati Cincinnati, OH, USA, 2026 (College of Education, Criminal Justice, and Human Services, Focus: Applied Research Methods )

Iman Shayegani is currently a member of the MAE^3 (Measurement, Assessment, and Evaluation in Engineering Education) labs. He reviews existing concept inventories for circuits, electronics, and statics and is motivated to develop new concept inventories for circuits and electronics that better support engineering students' learning needs and help instructors identify students' misconceptions.

Iman is also the manager of the GUIDE (Guided Understanding of Interventions for Developing Engineers) Lab, which focuses on advancing teaching and learning through the design, implementation, and evaluation of educational interventions. The lab seeks to support learners across both K-12 and higher education by developing evidence-based strategies that enhance student engagement and performance in STEM and engineering-related disciplines. By examining the effectiveness of targeted interventions, the lab aims to promote engineering competencies, ultimately helping students build the knowledge and skills needed to thrive in their academic and professional journeys.

Peer Reviewed Publications

Ryu, J. H, Shayegani, I., Awartani, I., & Yoon, S. Y.  (2026). Supporting undergraduate engineering students through an introductory drone education: Impacts on self-efficacy, sense of belonging, and engineering identity: Year 1. Proceedings of the 133rd American Society for Engineering Education (ASEE) Annual Conference & Exposition, Charlotte, NC, USA.

Raut, M., Shayegani, I., & Yoon, S. Y.  (2026). Systematic review of circuits interventions in K-12 education around the world. Proceedings of the 133rd American Society for Engineering Education (ASEE) Annual Conference & Exposition, Charlotte, NC, USA.

Shayegani, I., Awartani, I., Yoon, S. Y., & Ryu, J. H.  (2026). Impact of an introductory drone course on first-year engineering students. Proceedings of the 133rd ASEE Annual Conference & Exposition, Charlotte, North Carolina, USA

Shayegani, I., Yoon, S. Y., Bucks, G., Barnes, A., & Crockett, C.  (2026). What does it test? Psychometric properties of the electronics concept inventory with data from fourth-year electrical engineering students in the U.S. Proceedings of the 133rd ASEE Annual Conference & Exposition, Charlotte, North Carolina, USA

Shayegani, I., Bucks, G., Awartani, I., & Yoon, S. Y.  (2025). A comprehensive review of six circuits concept inventories to understand the content coverage and their merits. Proceedings of the 132nd ASEE Annual Conference & Exposition, Montreal, Canada

Awartani, I., Evenhouse, D., Shayegani, I., & Yoon, S. Y.  (2025). A review of four concept inventories on statics: content, psychometric characteristics, and application. Proceedings of the 132nd ASEE Annual Conference & Exposition, Montreal, Canada

Shayegani, I., Awartani, I., Evenhouse, D., Yoon, S. Y., & Bucks, G.  (2024). Systematic review of intervention strategies in introductory circuits education: Insights from ASEE conference papers from 2014 to 2023. Proceedings of the 131st ASEE Annual Conference & Exposition, Portland, Oregon, USA

Awartani, I., Shayegani, I., Evenhouse, D., & Yoon, S. Y  (2024). Exploring intervention research in statics courses: A systematic review of ASEE publications from 2013 to 2023. Proceedings of the 131st ASEE Annual Conference & Exposition, Portland, Oregon, USA

Shayegani, I  (2022). Target-based reviewing method. International Journal for Cross-Disciplinary Subjects in Education

Adaminejad, H., Shayegani, I., Mohammadi, M., & Farjah, E.  (2013). An Algorithm for Power Quality Events Core Vector Machine Based Classification. The Modares Journal of Electrical Engineering

Engineering Design Course in the UC-CEAS Summer Bridge Program, (Summer 2024), Level: First-Year Students, Undergraduate

Engineering Design Course in the UC-CEAS Summer Bridge Program, (Summer 2025), Level: First-Year Students, Undergraduate

Engineering Design Course in the UC-CEAS Summer Bridge Program, (Summer 2026), , Level: First-Year Students, Undergraduate

ENED 1001C: Engineering Design Thinking I, Section 18 (Fall 2026), Level: First-Year Students, Undergraduate

ENED 1001C: Engineering Design Thinking I, Section 21 (Fall 2026), Level: First-Year Students, Undergraduate

ENED 1021: Engineering Application Thinking I, Section 18 (Fall 2026), Level: First-Year Students, Undergraduate

ENED 1021: Engineering Application Thinking I, Section 21 (Fall 2026), Level: First-Year Students, Undergraduate

Office:
4150L Edwards One, 2901 Woodside Drive
Cincinnati  Ohio, 45221
shayegin@mail.uc.edu