Leidy Klotz
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Researcher
Also affiliated: University of Notre Dame (2024); American Society For Engineering Education (2024); Pennsylvania State University (2007–2009); University of California, Los Angeles (2024); University of Pittsburgh (2020); University of Alabama (2009); Princeton University (2021); Engineering Systems (United States) (2019–2024); Convergent Science (United States) (2024); University of Virginia (2016–2024); Columbia University (2021); Clemson University (2009–2020); Virginia Tech (2021); University of South Carolina Aiken (2012)
Faculty Researcher
Research Areas
Biomedical Subjects
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Biography and Research Information
OverviewAI-generated summary
Leidy Klotz's research investigates human decision-making, particularly how individuals perceive and respond to changes, with a focus on environmental and infrastructural contexts. Her work has examined biases such as the tendency to overlook subtractive changes and a "recycling bias" that may crowd out more comprehensive waste management strategies. Klotz has also studied how framing and visual information, such as images of projected sea-level rise, influence long-term sustainable design decisions for infrastructure systems.
Her research extends to community involvement in adaptation planning, exploring how to balance complexity with perceived effort. Additionally, Klotz is exploring frameworks to enhance psychological safety and belonging within student engineering design teams. Her scholarship metrics include an h-index of 26 and over 2,100 citations across 92 publications, designating her as a highly cited researcher. Klotz collaborates with Jenn Campbell at the University of Arkansas at Fayetteville, with whom she has co-authored two publications, and maintains an active lab website.
Metrics
- h-index: 26
- Publications: 92
- Citations: 2,169
Selected Publications
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Exploring an Intervention to Increase Psychological Safety on Student Engineering Design Teams (2024)
Collaboration Network
Top Collaborators
- Exploring an Intervention to Increase Psychological Safety on Student Engineering Design Teams
- Exploring an Intervention to Increase Psychological Safety on Student Engineering Design Teams
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