Christopher Carr

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. 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, 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, 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, American Society for Engineering Education, National Society of Black Engineers, and the U.S. Environmental Protection Agency (EPA) informs his focus on sustainable career pathways and technical leadership development. While at the EPA, Carr served as a senior advisor to the administrator, supporting workforce development, employee well-being, and environmental justice initiatives.

Across his roles, 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 and American Politics, Pepperdine University
• Bachelor of Arts, International Relations and History, William Jewell College

Research Interests

• Global Engineering Systems and 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 a Ethical Engineering
  Developing ethical, inclusive, and adaptive technologies prioritizing 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 and 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 and 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 and 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, and 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).