Doug
Havard is an assistant professor of quantitative methods in Chapman University’s Attallah
College of Educational Studies, with a joint appointment in the Fowler School of Engineering.
His research examines how educational policies and institutions shape students’ pathways
and whether opportunities gained in one setting continue to matter in the next. Using
longitudinal quantitative analysis, mixed methods, and policy-historical research,
he investigates how decisions about students’ preparation and accomplishments sustain
opportunity across transitions or contribute to inequality.
His book, under contract with Harvard Education Press,
Deconstructing STEM: Educational Governance and the Institutionalization of an American Idea, examines how STEM became an influential educational category through policy, administrative
classification, and institutional practice. Related studies explore mathematics identity,
first-generation students’ STEM pathways, and how students’ resources and experiences
carry forward across schools, colleges, and professional settings. His research also
addresses how artificial intelligence changes the expertise valued in technical professions
and how educators can prepare students to evaluate evidence, exercise judgment, and
adapt to unfamiliar problems.
Before joining Chapman’s faculty, Dr.
Havard taught physics, computer science, and engineering in secondary and postsecondary
settings across Southern California and held leadership roles in STEM curriculum and
program development. His earlier aerospace engineering work spanned propulsion, space
launch, and advanced technical systems. These experiences inform his scholarship on
the connections among educational policy, classroom practice, and professional preparation.
Dr.
Havard serves on the faculty of Chapman’s Ph.D. in Education program, advising dissertation
research and supporting doctoral students’ development as independent scholars. His
teaching spans quantitative methods, educational research, learning and motivation,
and dissertation development. In the Fowler School of Engineering, he teaches technical
writing and communication, emphasizing the use of evidence and accountability for
technical decisions in AI-mediated work.
He holds a Ph.D. in Education from Chapman University, an M.S. in Aerospace Engineering
from North Carolina State University, and a B.S. in Aerospace Engineering from the
University of Southern California.
