Conference Session

Track: Special Topic - Social Justice and Reform Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ellen Foster, Purdue University, West Lafayette; Jennifer Karlin, Minnesota State University, Mankato; Stephanie Quiles-Ramos, ​Virginia Polytechnic Institute & State University; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

engineering education scholars to feel supported and makestructural and institutional change in higher education (see [6]). As we note in an upcomingpublication : “distinction [segregation within and between disciplines] removes individuals fromeasily creating collaborations within their discipline, and even has the ability to create a dividebetween subdisciplines.” This institutionalization of individualism within the academy, whichBennett [7] elucidates can then have the ability to facilitate faculty isolation.Similarly, while not focused on the field of engineering, Leslie D. Gonzales’ [8] work onepistemological boundary-making shows clear examples of how women, specifically women ofcolor, subvert boundaries and establish their own ways of knowing

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

the PEER Collaborative, a peer mentoring group of early career and recently tenured faculty and research staff primarily evaluated based on their engineering education research pro- ductivity. She can be contacted by email at apawley@purdue.edu.Dr. Erin A. Cech, University of Michigan Erin Cech is an Assistant Professor in the Department of Sociology at the University of Michigan. Be- fore coming to UM in 2016, Cech was a postdoctoral fellow at Stanford’s Clayman Institute for Gender Research and on faculty at Rice University. She earned her Ph.D. in Sociology from the University of California, San Diego and B.S. degrees in Electrical Engineering and Sociology from Montana State Uni- versity. Cech’s research seeks

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kristin Boudreau, Worcester Polytechnic Institute; Leo Ryan Bunyea, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Rozwell Johnson; Zoe Reidinger

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

colleagues to develop role-playing games teaching engineering within its complex humanistic context. NOTE: this paper has co-authors.Mr. Leo Ryan Bunyea, Worcester Polytechnic InstituteDr. David DiBiasio, Worcester Polytechnic Institute David DiBiasio is Associate Professor of Chemical Engineering and Department Head of ChE at WPI. He received his ChE degrees from Purdue University, worked for the DuPont Co, and has been at WPI since 1980. His current interests are in educational research: the process of student learning, international engineering education, and educational assessment. Collaboration with two colleagues resulted in being awarded the 2001 William Corcoran Award from Chemical Engineering Education. He served

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

conceptual understanding of oppression and privilege.IntroductionMany engineering departments are seeking to diversify their communities and establish a climateof inclusion and collaboration. College-wide efforts at the authors’ institution have beenpreviously described [1], and include initiatives to enhance students’ and faculty’s capacities toengage issues of inclusivity, equity and social justice. Associated faculty developmentprogramming and curricula reform at both undergraduate- and graduate-student levels arepushing beyond multicultural awareness/cultural diversity, or growth in cultural competency,towards understanding intersections of institutionalized systems of power, privilege, andinequity. These educational opportunities center

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

Evaluation & Research for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 13 years. Dr. Litzler is a member of ASEE and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational climate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce.Dr. Cara Margherio, University of Washington Cara Margherio is the Assistant Director of the University of Washington Center for Evaluation & Re- search for STEM Equity (CERSE). Cara manages the evaluation of