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Ann-Marie Vollstedt specializes in large-scale undergraduate instruction and curriculum design for first- and second-year engineering students. Her courses integrate hands-on learning, teamwork, and professional skill development to help students connect technical concepts with authentic engineering practice.

She regularly teaches ENGR 100: Introduction to Engineering and ENGR 241: Statics, emphasizing evidence-based strategies that foster critical thinking, collaboration, belonging and confidence among diverse student populations.

A key leader in first-year engineering education, Vollstedt directs the Engineering Freshman Intensive Training (E-FIT) program and previously led the Engineering Living Learning Community Mentor Program, both designed to strengthen student belonging and success during the transition to college.

She has served on numerous college and university committees, mentored new faculty in inclusive and effective teaching practices and contributed to faculty-development initiatives through the College of Engineering’s new-faculty training programs.

Committed to continuous improvement, Vollstedt actively participates in professional development opportunities focused on teaching excellence, mentorship and inclusion. She has earned certificates from the Association of College and University Educators (ACUE) and completed the Cal Poly Short Course on Teaching First-Year Students. Her mentoring and inclusion training includes Mental Health First Aid, New Foundations for Advanced Belonging and Safe Zone certification.

• Ph.D., College of Engineering, University of Nevada, 2010
• M.S., College of Engineering, University of Nevada, 2005
• M.S., College of Education, University of Nevada, 2005
• B.S., College of Engineering, University of Nevada, 2002

Vollstedt’s research focuses on improving student engagement, retention and persistence in engineering education. Her work explores faculty recognition, student identity development and the use of structured, data-driven approaches to enhance instruction and learning outcomes.

She is a co-principal investigator on two National Science Foundation–funded projects:

• S-STEM: Creating Retention and Engagement for Academically Talented Engineers (CREATE)
• EPACT: Engineering Pathways for Advancing Collaborative Teaching

Both initiatives advance faculty collaboration and professional development, equitable course design, co-curricular learning, peer mentoring and student success in engineering.

Her scholarly work has been featured in peer-reviewed conference papers through the American Society for Engineering Education (ASEE) and the IEEE Frontiers in Education Conference.

Vollstedt’s teaching excellence and service to engineering education have been recognized with numerous university and state awards, including:

• Nevada Regents’ Teaching Excellence Award (2024)
• Paul and Judy Bible Teaching Excellence Award (2020)
• Donald Tibbitts Distinguished Teaching Award (2019)
• Nevada Women’s Fund Woman of Achievement Award (2019)
• College of Engineering Excellence Award (2019)

• Scalaro, K., Chatterjee, I., Vollstedt, A.-M., & Kirn, A. (2024). Undergraduate engineering students’ experiences of faculty recognition. ASEE Annual Conference & Exposition, Portland, OR.
• Chatterjee, I., Scalaro, K., Vollstedt, A.-M., & Kirn, A. (2023). Creating retention and engagement for academically talented engineers—Lessons learned. ASEE Annual Conference & Exposition, Baltimore, MD.

• American Society for Engineering Education (ASEE)
• Society of Women Engineers (SWE)
• American Association of University Women (AAUW)