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Week of Action: #EngineersShowUp as Intersectional Advocates

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Conference

2021 CoNECD

Location

Virtual - 1pm to 5pm Eastern Time Each Day

Publication Date

January 24, 2021

Start Date

January 24, 2021

End Date

January 28, 2021

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 2

Tagged Topics

Diversity and CoNECD Paper Submissions

Page Count

8

Permanent URL

https://peer.asee.org/36137

Download Count

5

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Paper Authors

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Ellen Foster Purdue University at West Lafayette (College of Engineering)

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Dr. Ellen K Foster currently holds a post-doctoral appointment in the engineering education department at Purdue University. She received her doctorate in Science and Technology Studies from Rensselaer Polytechninc Institute in 2017, and holds her BA in Astronomy and Physics from Vassar College.

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Donna M. Riley Purdue University at West Lafayette (College of Engineering)

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Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of Engineering Education at Purdue University.

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Andrea Haverkamp Oregon State University Orcid 16x16 orcid.org/0000-0003-0075-2109

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Andrea Haverkamp is a PhD candidate in Environmental Engineering with a Queer Studies minor at Oregon State University. Her dissertation research explores the support systems and community resiliency of transgender and gender nonconforming undergraduate students in undergraduate engineering education. She holds a B.S. in Chemical Engineering from the University of Kansas and an M.Eng in Environmental Engineering from Oregon State University.

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Soheil Fatehiboroujeni Cornell University Orcid 16x16 orcid.org/0000-0002-5129-7428

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Soheil Fatehiboroujeni received his Ph.D. in Mechanical Engineering from the University of California, Merced in 2018. As a postdoctoral researcher at Cornell University, Sibley School of Mechanical and Aerospace Engineering, Soheil is working in the Active Learning Initiative to promote student learning and the use of computational tools such as Matlab and ANSYS in the context of fluid mechanics and heat transfer.

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Justin Charles Major Purdue University at West Lafayette Orcid 16x16 orcid.org/0000-0002-3111-8509

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Justin C. Major is a fourth-year Ph.D Candidate and National Science Foundation Graduate Research Fellow in the Purdue University Engineering Education Program. As an undergraduate student at the University of Nevada, Reno (UNR), Justin completed Bachelor's degrees in both Mechanical Engineering and Secondary Mathematics Education with an informal emphasis in engineering education. Through his involvement in the UNR PRiDE Research Lab and engagement with the UNR and Reno, NV STEM Education community, he studied student motivation, active learning, and diversity in engineering teaming experiences, developed K-12 engineering education curriculum, and advocated for socioeconomically just access to STEM education. As a Ph.D. Candidate with the STRiDE Research Lab at Purdue University, Justin's current research focuses on the study of Intersectionality Theory and the intersectionality of socioeconomic inequality in engineering education, use of critical quantitative methodology and narrative inquiry to understand the complex stories of engineering students from minoritized backgrounds, and the pursuit of a socioeconomically just engineering education.

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Abstract

In this proposed roundtable and open panel discussion, members of the engineering education community will reflect upon their experiences during a planned week of action to take place February 23rd – 29th as part of a larger project on addressing root causes of inequity. This event follows a planning and organizing workshop held at the 2019 CoNECD conference.

This session will start with a brief framing description by core organizers of the overarching Relational Organizing/Action Research (ROAR) project, in which we are interested in achieving two goals as outcomes of research with and about engineering educators: (1) changing rewards structures so that they value engineering education research contributions; and (2) enacting radical structural change that enhances diversity, inclusion, and equity. These organizers will then facilitate a panel of faculty, administrators, students, and community organizers, who will talk about the successes as well as the difficulties of organizing and implementing the week of actions. Reflections will reveal lessons learned regarding organizing for diversity, inclusion, and social justice in the engineering community, new connections forged, and shifts in mindset achieved, as well as other outcomes of change. Panelists will also discuss general organizing strategies and tactics for successful campaigns.

The Week of Action is intended to raise awareness about issues of equity in engineering, and root causes of racism, sexism, homophobia, ableism etc. It is one step in a process of organizing, conversations, and curating resources that participants are engaging toward creating an extended network for change in engineering education. The work was initially predicated on the Highlander Research and Education Center’s theory of change model which focuses on uncovering greater structural power relations that undergird various forms of inequity, and the everyday changes or educational shifts that can enact the shifting of power relations and making of new worlds. Time for feedback as well as Q&A from the audience will create a more participatory atmosphere for this roundtable.

Foster, E., & Riley, D. M., & Haverkamp, A., & Fatehiboroujeni, S., & Major, J. C. (2021, January), Week of Action: #EngineersShowUp as Intersectional Advocates Paper presented at 2021 CoNECD, Virtual - 1pm to 5pm Eastern Time Each Day . https://peer.asee.org/36137

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