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Marissa Tsugawa is an assistant professor at Utah State University who leverages mixed-methods research to explore neurodiversity and identity and motivation in engineering. They completed their Ph.D. in Engineering Education where they focused on motivation and identity for engineering graduate students.

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Theo Sorg (they/them) is a fifth-year PhD student and National Science Foundation Graduate Research Fellow in the School of Engineering Education at Purdue University. They received their Bachelor’s degree in Aeronautical and Astronautical Engineering at Purdue University. As an undergraduate, they also received a Cooperative Education Program certificate for their work as a Pathways Intern at NASA’s Johnson Space Center. Their research interests focus on interrogating how engineering education as an institution shapes the experiences of neurodivergent and transgender or gender-nonconforming (TGNC) people.

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Héctor was born in Mexico and raised in South Florida. He's half Colombian and half Mexican; proud Mexilombian. Héctor E. Rodríguez-Simmonds is a Visiting Assistant Professor in Human-Centered Engineering at Boston College. Before receiving his Ph.D. in Engineering Education, he earned his master's degree in electrical and computer engineering. Héctor's research primarily investigates how students negotiate their visible and less visible identities as they form their professional identity, specifically at the intersection of their racial/ethnic, sexual orientation, gender, and engineering identities. Héctor’s research projects range from autoethnographic inquiries that investigate culturally informed collaborative qualitative research spaces, neurodivergence and disability in engineering, and examining the structural factors that impact student experiences in computer engineering courses. Héctor has taught various engineering courses and is invested in showing learners he cares about them and their future success. He creates a space where learners can feel safe to experiment, iterate, and try different problem-solving approaches while encouraging learners to be critical of their professional practice so they create effective, holistic solutions that work for a broader range of individuals.

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Sage Maul (they/them) is a third year PhD student in Purdue University's School of Engineering Education. Sage's research explores structural factors on student experiences for disabled students and in electrical and computer engineering courses. Sage graduated with a Bachelor’s of Science in Electrical Engineering from Purdue and worked in industry for 5 years before starting graduate school. Their experiences with accommodations in undergrad and getting diagnosed with ADHD as an adult inform their research work.

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Nadia Kellam (she/they) is Associate Professor of Engineering and the Associate Director for Research Excellence within The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. She is a faculty in the Engineering Education Systems and Design PhD program. Dr. Kellam is an engineering education researcher and a mechanical engineer. She is also deputy editor of the Journal of Engineering Education and co-chair of ASEE’s Committee on Scholarly Publications. In her research, she is broadly interested in developing critical understandings of the culture of engineering education and, especially, the experiences of marginalized undergraduate engineering students and engineering educators.

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Alice Pawley (she/hers) is a Professor in the School of Engineering Education and an affiliate faculty member in Environmental and Ecological Engineering and the Women’s Gender and Sexuality Studies Program at Purdue University. She is the winner of numerous awards, including best paper awards, leadership awards, and a PECASE in 2012. She is strongly involved in Purdue’s chapter of the American Association of University Professors. Her research group’s diverse projects and group members are described at pawleyresearch.org. Email: apawley@purdue.edu

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Taylor Williams is a biomedical and computer engineering instructor at Harding University and a Ph.D. graduate from Purdue's school of engineering education. He teaches undergraduate courses in biomedical, computer, and electrical engineering at Harding, where he also mentors undergraduate students in research projects. His research interests include using machine learning and educational data analytics to improve teaching and learning and exploring the experiences and challenges of neurodivergent professors and students in engineering education, as well as developing inclusive pedagogies and curricula for diverse learners.

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