My research is centered around the intriguing concept of the Expert-Novice continuum in electrical engineering and the field. 

We are investigating how engineering expertise develops across the undergraduate journey using Epistemic Frame Theory. My work shows how the integrated configuration of professional skills, knowledge, identity, values, and epistemology evolves from novice students to practicing engineers in electrical engineering grid design. 

I use Epistemic Network Analysis and a novel trajectory classification method to uncover how different dimensions of professional thinking grow, decline, or reorganize across cohorts and across institutions. Working with Eye-Gaze Enhanced Retrospective Think-Aloud data from a power grid simulation game, I reveal that expertise development is neither linear nor uniform; students follow structurally distinct pathways shaped by curriculum, mini-projects, and internship experiences. The broader goal is to help engineering educators design learning environments that intentionally cultivate the full architecture of professional thinking, closing the gap between academic training and real-world practice.