Christopher A. Carr

Dr. Christopher Carr is the Associate Dean for Outreach, Student Success, and Engagement and Deputy Title IX Coordinator at George Mason University’s College of Engineering and Computing (CEC). He leads initiatives that support student achievement, community engagement, and well-being. Dr. Carr oversees programs that enhance academic, career, and leadership development while prioritizing student wellness and mental health. By fostering experiential learning, industry partnerships, and community engagement, he prepares students to become agile, ethical, and globally competent engineers and computing professionals.

A champion of STEM (Science, Technology, Engineering, and Mathematics) outreach and equity, Dr. Carr works to expand access to engineering and computing pathways for K-12 students and historically underrepresented groups. He leads K-12 STEM programs, community-based initiatives, and mentorship opportunities that introduce students to engineering concepts and career possibilities. Under his leadership, CEC has built early exposure programs that bridge opportunity gaps and increase participation from diverse student populations, ensuring a strong pipeline of future engineers and technical leaders.

As a Professor of Practice, Dr. Carr takes a student-centered, experiential approach to learning. His teaching emphasizes active learning, real-world problem-solving, and cross-disciplinary engagement. He incorporates case studies, simulations, and reflective learning activities that prepare students to tackle global challenges in engineering and computing. His experience with organizations like the National Science Foundation (NSF), American Society for Engineering Education (ASEE), National Society of Black Engineers (NSBE), and the U.S. Environmental Protection Agency (EPA) informs his focus on sustainable career pathways and technical leadership development. While at the EPA, Dr. Carr served as a Senior Advisor to the Administrator, supporting workforce development, employee well-being, and environmental justice initiatives.

Across his roles, Dr. Carr remains committed to building human-centered, ethical, and inclusive systems in engineering, computing, and public service.

Degrees

• Doctorate in Education, Interdisciplinary Leadership, Creighton University
• Master of Public Policy, International Relations & American Politics, Pepperdine University
• Bachelor of Arts, International Relations & History, William Jewell College

Research Interests

• Global Engineering Systems & Societal Awareness
  Preparing engineers to lead and collaborate across multi-disciplinary, cross-cultural, and transnational environments.
  Key Areas: Global systems integration, cross-cultural engineering teams, distributed leadership, equitable global impact (e.g., humanitarian logistics, disaster response).
• Human-Centered Systems Design & Ethical Engineering
  Developing ethical, inclusive, and adaptive technologies that prioritize human welfare and social well-being.
  Key Areas: Ethical frameworks for AI systems, human-computer interaction (HCI), inclusive design, AI for Good (e.g., predictive health, bias mitigation).
• Experiential Learning & Real-World Engineering Integration
  Embedding students in immersive, work-based learning experiences to enhance technical skills and career readiness.
  Key Areas: Experiential learning models, cooperative education (co-ops), live case studies, factual simulations, prototyping, industry and NGO partnerships.
• Resilient Infrastructure Systems & Sustainable Impact
  Advancing sustainable development goals (SDGs) through equitable, climate-resilient infrastructure and technology.
  Key Areas: Resilient infrastructure, sustainable urban development, climate adaptation, renewable energy, Peace Engineering (e.g., flood-resistant housing, low-cost water filtration).
• Transformative Technical Leadership & Workforce Development
  Building leadership capacity and agile technical teams to drive organizational change and workforce development.
  Key Areas: Leadership development, workforce upskilling, competency-based education, organizational development, micro-credentials for lifelong learning.
• Sociotechnical Engineering and Technology for Social Impact
  Designing ethical, equitable systems that address social justice, climate equity, and community well-being.
  Key Areas: Peace Engineering, sociotechnical systems, AI for social justice (e.g., bias-free AI, disaster response), equitable infrastructure (e.g., anti-gentrification frameworks, digital divide solutions).

2024 Courses Offered

• ENG 110 – Engineering Change: Systems, Solutions, and Society: Explore how engineering and computing shape society through ethical design, equity, and impact. Engage with case studies, guest speakers, and real-world challenges to design human-centered, socially responsible systems.
• ME 499 – A Seat at the Table: Engages on the intersection of interdisciplinary skills, leadership, and human-centered design in engineering and technology. Students apply problem-solving approaches that balance technical excellence, ethics, and leadership, culminating in research projects on topics like algorithmic bias and ethical technology development.
• HNRS 360 – Leadership, Innovation, and Change: Equip students to lead innovation and change in dynamic environments. Students will apply leadership principles, analyze organizational dynamics, and develop strategies for ethical, inclusive, and sustainable leadership. Through case studies, projects, and reflection, they will strengthen their ability to communicate vision, manage teams, and drive transformation.
• INTS 204 – Leadership Theory and Practice: Examines historical and contemporary leadership theories and invites students to be reflective of their own leadership experiences through the lenses of those theories. Students develop critical lenses through which to evaluate their own self-awareness, effectiveness in groups, and ability to navigate structures and systems.