{'fraction_non_alphanumeric': 0.03005181347150259, 'fraction_numerical': 0.012435233160621761, 'mean_word_length': 5.232258064516129, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Lifelong Learning and Information Literacy Skills and the First-Year Engineering Undergraduate: Report of a Self-Assessment

Meagan Ross is a Ph.D. student in the College of Engineering Education at Purdue University. She received a B.S. in Computer Science from Texas Woman’s University, and a M.S. in Electrical Engineering from Texas Tech University. Prior to beginning her doctoral studies, she worked as a micro-optoelectromechanical systems engineer for Texas Instruments. Meagan began working for Institute for P-12 Engineering Research and Learning (INSPIRE) in the area of teacher professional development in 2009. Meagan is passionate about providing awareness of engineering to K-12 teachers & counselors so that they can inform and advocate this important career to their students. Her research interests include gender equity in the K-12 Classroom, assessment of K-12 engineering education, curriculum development, and teacher professional development.