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James Pembridge is an Associate Professor in the Engineering Fundamentals department. He teaches in Embry-Riddle’s Engineering Fundamentals Department, where he provides students with an introduction to programming, graphical communications, and engineering design, emphasizing projects tied to local community partners. He also teaches a graduate research course that supports Engineering Masters students in the development of their thesis.

Dr. Pembridge's research focuses on the use of evidence-based teaching in STEM and mentoring for project-based courses. His work has led to the development of a taxonomy of instructional practices in capstone engineering. With support from the National Science Foundation, findings from his research has provided insight into the approaches faculty take when adopting evidence-based practices and the effects of video-peer review on instructional change. 

Pembridge, J. J., & Davids, L. K., & Allam, Y. S. (2017). The Role of Instructional Coaching in Video-annotated Peer Review of Classroom Instruction. Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, OH.

Davids, L. K., & Pembridge, J. J., & Allam, Y. S. (2017). Faculty Pre- and Post- Reflections through Video-annotated Review of Faculty Teaching. Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, OH.

Pembridge, J. J., & Jordan, K. L. (2016). Balancing the Influence of Driving and Restricting Factors to Use Active Learning. Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, LA.

Pembridge, J., Jordan, K., Steinhauer, H, Wilson, T., & Holton, D. (2015). Stages and Processes of Pedagogical Change in Engineering Education - An application of TTM. Paper presented at ASEE/IEEE Frontiers in Education. El Paso, TX.

Jordan, K., Pembridge, J., Steinhauer, H, Wilson, T., & Holton, D. (2015). Apprenticeship of Observation: Implications for the Adoption of Evidence-Based Instructional Practices. Paper presented at ASEE/IEEE Frontiers in Education. El Paso, TX.

Pembridge, J., Allam, Y., & Davids, L. (2015). Influence of Professional Demographics on Faculty Feedback in an Asynchronous, Video-Annotated Peer Review (VAPR). Paper presented at ASEE/IEEE Frontiers in Education. El Paso, TX.

Pembridge, J., Allam, Y., & Davids, L. (2015). Enacting Video-Annotated Peer Review (VAPR) of Faculty in a First-Year Engineering Department. Paper presented at 2015 ASEE Annual Conference & Exposition. Seattle, WA.

Davids, L., Pembridge, J., & Allam, Y. (2015). Video-Annotated Peer Review (VAPR): Considerations for Development and Implementation. Paper presented at 2015 ASEE Annual Conference & Exposition. Seattle, WA.

Hixson, C., Paretti, M., and Pembridge, J.J. (2012). Capstone Design Faculty Motivation: Motivational Factors for Teaching the Capstone Design Course and Motivational Influences on Teaching Approaches. Paper presented at 2012 ASEE Annual Conference & Exposition. San Antonio, TX.

Pembridge, J.J. and Paretti, M. (2011). Prominent Mentoring Functions Seen in Engineering Capstone Design Courses, Paper presented at 2011 Mentoring Conference. Albuquerque, NM. 

Pembridge, J.J. and Paretti, M. (2011). An Examination of Mentoring Functions in Capstone Design Courses. Paper presented at 2011 ASEE Annual Confernece & Exposition, Vancouver, B.C., Canada. 

Pembridge, J.J. and Paretti, M. (2010). Towards a model of teaching expertise in capstone design: Development and validation of a preliminary survey instrument. Paper presented at 2010 ASEE Annual Confernece & Exposition, Louisville, KY.

Pembridge, J.J. and Paretti, M. (2010). The current state of capstone design pedagogy. Paper presented at 2010 ASEE Annual Confernece & Exposition, Louisville, KY.