Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dianne Grayce Hendricks, University of Washington; Celina Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

activities to the UW community and local K-12 students involving toy adaptation for children with disabilities. Dianne holds a PhD in Genetics from Duke University, and BS in Molecular Biology and BA in Psychology from the University of Texas at Austin.Celina Gunnarsson, Massachusetts Institute of TechnologyCamille Birch, University of Washington Camille Birch is a graduate of the Bioengineering and Computer Science departments at the University of Washington. She developed curriculum concerning the interplay of diversity and ethics for undergrad- uate engineering students at UW and is interested in the power of education to enact change in future generations of engineers. She currently works for Microsoft in the Bay Area

Conference Session

Track: Special Topics - Social Justice & Reform Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alice L. Pawley, Purdue University, West Lafayette; Erin A. Cech, University of Michigan; Stephanie Farrell, Rowan University; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

inclusion and diversity. She has been honored by the American Society of Engineer- ing Education with several teaching awards such as the 2004 National Outstanding Teaching Medal and the 2005 Quinn Award for experiential learning, and she was 2014-15 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland)tephanie Farrell is Professor and Founding Chair of Experiential Engineering Education at Rowan University (USA) and was 2014-15 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland).Dr. Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering) Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of

Conference Session

Track: Special Topic - Social Justice and Reform Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Emily Alicia Affolter, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

Litzler, PhD Director Cara Margherio, PhD Assistant Director University of Washington Center for Evaluation & Research for STEM Equity (CERSE) The vision of the CoNECD Conference is to provide a forum for exploring current research and practices to enhance diversity and inclusion of all underrepresented populations in the engineering and computing professions including gender identity and expression, race and ethnicity, disability, veterans, LGBTQ+, 1st generation and socio-economic status.Aligning Your Research Methods with Your Social Justice ValuesWe at the Center for Evaluation & Research for STEM Equity operate with a critical orientation,meaning issues of social

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Rachel M. Johnson, University of Minnesota; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Kali Furman, Oregon State University

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

theories of systems of oppression, provide aforum to critique particular ideologies central to engineering culture that hinder authenticprofessional discussion and reflection on the political, social and ethical dimensions of scienceand technology, and present participants with particular examples where systems of power haveinterlaced with engineering science and design such that access to opportunities, resources andgoods have been stratified across various social identity groups. Having the ability to measure anindividual’s growth in conceptualization of oppression and privilege would be instructive for theindividual and for measuring success of programs designed to promote this learning. The lack ofsuch an instrument provided motivation for