Board 221: CAREER: Disrupting the Status Quo Regarding Who Gets to be an Engineer - Exploring the Intent-to-Impact Gap for Rectifying Inequity
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
- Tagged Topics
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Diversity and NSF Grantees Poster Session
- Page Count
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10
- DOI
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10.18260/1-2--46790
- Permanent URL
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https://peer.asee.org/46790
- Download Count
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177
Paper Authors
Jeremi S London Vanderbilt University
Dr. Jeremi London is an Assistant Provost for Academic Opportunities and Belonging, and an Associate Professor of Practice of Mechanical Engineering at Vanderbilt University. London is a mixed methods researcher with interests in research impact and organizational change that promotes equity.
Brianna Benedict McIntyre National Action Council for Minorities in Engineering
Dr. Brianna Benedict McIntyre recently joined the National Action Council for Minorities in Engineering as the Director of Research. She earned a B.S. and M.S. in Industrial and Systems Engineering from North Carolina A&T State University and a Doctor of Philosophy in Engineering Education from Purdue University. She is committed to promoting inclusive excellence and serving others in her academic and local community. Her primary research is grounded in understanding how interdisciplinary engineering programs exist as hybrid spaces for undergraduate students navigating a traditionally siloed engineering culture and challenging the dominant narrative of becoming an engineer. She has also contributed to research efforts focused on latent diversity, identity development, and organizational change efforts to broaden the participation of African American and Latiné/x/a/o students in engineering. These research efforts have resulted in publications and presentations for the science education and engineering education research communities. She is an active member and professional development leader for the American Society for Engineering Education’s Commission on Diversity, Equity, and Inclusion. Her most notable accomplishment was her recognition as one of seven recipients of the 2019 American Association of Colleges and Universities (AAC&U) K. Patricia Cross Future Leaders Award based on her commitment to civic engagement; Purdue’s College of Engineering Outstanding Service and Leadership Award in 2019; and Purdue’s Graduate School Mentoring Award in 2021.
Nicole Adia Jefferson Virginia Polytechnic Institute and State University
Nicole Adia Jefferson’s current graduate research assistantship explores how leading engineering schools have successfully recruited, retained, and graduated diverse cohorts of engineers. Because of this exposure, her research interest are investigating the gap between the stated DEI goals of exemplary engineering colleges and the actual experiences of their students. Nicole's commitment to educational equity is demonstrated by contributions to curriculum development, notably with the National Action Council for Minorities in Engineering, where she developed programs to help high school students transition into engineering disciplines. Her experience extends to the classroom, where she has served as an Adjunct Faculty member and Technology Education Instructor, mentoring young computer scientists and engineers. These roles have allowed her to directly influence the next generation of engineers, where she emphasized the importance of inclusivity in education. Nicole aspires to influence engineering education policy and establish a consortium that prepares researchers to tackle the challenges of equity in engineering education. Her goal is to help create an academic environment where diversity is not just accepted but celebrated, reflecting the true demographic makeup of our society.
Abstract
Although broadening participation efforts aim to transform who has access to engineering by targeting those historically excluded, Black and Brown students’ participation remains stifled by the exclusionary culture and practices ingrained in engineering education. Consequently, there is a need for scholarship that advances our understanding of systemic changes that center equity, challenge exclusionary cultural norms, and ultimately contribute to disrupting the status quo of who gets to be an engineer. This project uses Kotter’s change theory and Acker’s inequality regimes to identify and examine signature practices and change strategies within and across five exemplars. While previous executive summaries focused on the signature practices informed by the interviews with faculty and staff, this year’s executive summary will characterize the institutional values and commitments to diversity, equity, and inclusion. This effort will inform future efforts to understand the intent-to-impact gap by comparing the institution's values to student’s lived experiences.
London, J. S., & McIntyre, B. B., & Jefferson, N. A. (2024, June), Board 221: CAREER: Disrupting the Status Quo Regarding Who Gets to be an Engineer - Exploring the Intent-to-Impact Gap for Rectifying Inequity Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46790
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