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100507 UW-Madison SWE presentation
 

100507 UW-Madison SWE presentation

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A presentation given at the University of Wisconsin-Madison, hosted by the Society of Women Engineers, and funded by the Celebrating Women in Engineering minigrant program of the Women in Science and ...

A presentation given at the University of Wisconsin-Madison, hosted by the Society of Women Engineers, and funded by the Celebrating Women in Engineering minigrant program of the Women in Science and Engineering Leadership Institute.

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  • Good morning! Know it&#x2019;s early, appreciate you all coming out to hear my talk. <br /> Want to thank the Society of Women Engineers for inviting me here today <br /> Once upon a time, was the Graduate Affairs chair, got bimonthly coffeeshop gatherings together <br /> <br />
  • I know it&#x2019;s pretty early, and at the end of a long week, and with finals next week... So I will try to be lively and perhaps even a little interactive. <br />
  • So a quick introduction <br />
  • So a quick introduction <br />
  • So a quick introduction <br />
  • So a quick introduction <br />
  • So a quick introduction <br />
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  • I thought I&#x2019;d give you one perspective on doing feminist engineering - my path for the last 3 years. <br /> Faculty work can be thought of as research, teaching, service <br /> Purdue - discovery, learning, engagement <br /> Arguments about how they balance each other, or don&#x2019;t <br /> --> <br />
  • Store those over there <br />
  • But first let&#x2019;s deal with this word &#x201C;feminist&#x201D;. <br /> Who thinks it&#x2019;s like the F-word? <br /> Who identifies as a feminist? Who avoids being identified as a feminist? <br />
  • So we&#x2019;re going to take this head on. <br />
  • So we&#x2019;re going to take this head on. <br />
  • So we&#x2019;re going to take this head on. <br />
  • LOTS of definitions. Even groups of people who identify as feminists don&#x2019;t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... <br /> We have these projects <br />
  • LOTS of definitions. Even groups of people who identify as feminists don&#x2019;t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... <br /> We have these projects <br />
  • LOTS of definitions. Even groups of people who identify as feminists don&#x2019;t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... <br /> We have these projects <br />
  • LOTS of definitions. Even groups of people who identify as feminists don&#x2019;t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... <br /> We have these projects <br />
  • LOTS of definitions. Even groups of people who identify as feminists don&#x2019;t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... <br /> We have these projects <br />
  • LOTS of definitions. Even groups of people who identify as feminists don&#x2019;t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... <br /> We have these projects <br />
  • Want to mention that we also can look at gender and engineering in different relationships - <br /> gender IN engineering - not going to talk about that much today <br /> gendering engineering - making engineering gendered - <br /> and engineering gender - making gender itself - talk more about how it is a complicated and complex construct. <br /> <br />
  • Want to mention that we also can look at gender and engineering in different relationships - <br /> gender IN engineering - not going to talk about that much today <br /> gendering engineering - making engineering gendered - <br /> and engineering gender - making gender itself - talk more about how it is a complicated and complex construct. <br /> <br />
  • Want to mention that we also can look at gender and engineering in different relationships - <br /> gender IN engineering - not going to talk about that much today <br /> gendering engineering - making engineering gendered - <br /> and engineering gender - making gender itself - talk more about how it is a complicated and complex construct. <br /> <br />
  • Want to mention that we also can look at gender and engineering in different relationships - <br /> gender IN engineering - not going to talk about that much today <br /> gendering engineering - making engineering gendered - <br /> and engineering gender - making gender itself - talk more about how it is a complicated and complex construct. <br /> <br />
  • Want to mention that we also can look at gender and engineering in different relationships - <br /> gender IN engineering - not going to talk about that much today <br /> gendering engineering - making engineering gendered - <br /> and engineering gender - making gender itself - talk more about how it is a complicated and complex construct. <br /> <br />
  • Want to mention that we also can look at gender and engineering in different relationships - <br /> gender IN engineering - not going to talk about that much today <br /> gendering engineering - making engineering gendered - <br /> and engineering gender - making gender itself - talk more about how it is a complicated and complex construct. <br /> <br />
  • Want to mention that we also can look at gender and engineering in different relationships - <br /> gender IN engineering - not going to talk about that much today <br /> gendering engineering - making engineering gendered - <br /> and engineering gender - making gender itself - talk more about how it is a complicated and complex construct. <br /> <br />
  • Mentioned &#x201C;gendered&#x201D; on last slide - our definition - <br /> so objects and institutions and policies can be gendered if the outcomes are experienced differently by people of different genders. NOTE I DIDN&#x2019;T SAY WOMEN. <br /> <br /> You can also talk about things - objects, processes - being raced and classed. <br /> Note that it has nothing to do with intent - but instead, outcome. <br />
  • Mentioned &#x201C;gendered&#x201D; on last slide - our definition - <br /> so objects and institutions and policies can be gendered if the outcomes are experienced differently by people of different genders. NOTE I DIDN&#x2019;T SAY WOMEN. <br /> <br /> You can also talk about things - objects, processes - being raced and classed. <br /> Note that it has nothing to do with intent - but instead, outcome. <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Take the hard one first. <br /> Feminist -- water slavery, as an example. <br /> Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that <br /> Another example: making world a more just place with less inequity of resources <br />
  • Curious about how engineering education as a research field treats the construct of gender. Complex in other fields - how much have engr ed people incorporated that complexity? <br /> Domain analysis - from applied anthropology <br /> Complex construct - talk about this a bit more <br />
  • Curious about how engineering education as a research field treats the construct of gender. Complex in other fields - how much have engr ed people incorporated that complexity? <br /> Domain analysis - from applied anthropology <br /> Complex construct - talk about this a bit more <br />
  • Curious about how engineering education as a research field treats the construct of gender. Complex in other fields - how much have engr ed people incorporated that complexity? <br /> Domain analysis - from applied anthropology <br /> Complex construct - talk about this a bit more <br />
  • Curious about how engineering education as a research field treats the construct of gender. Complex in other fields - how much have engr ed people incorporated that complexity? <br /> Domain analysis - from applied anthropology <br /> Complex construct - talk about this a bit more <br />
  • Curious about how engineering education as a research field treats the construct of gender. Complex in other fields - how much have engr ed people incorporated that complexity? <br /> Domain analysis - from applied anthropology <br /> Complex construct - talk about this a bit more <br />
  • Curious about how engineering education as a research field treats the construct of gender. Complex in other fields - how much have engr ed people incorporated that complexity? <br /> Domain analysis - from applied anthropology <br /> Complex construct - talk about this a bit more <br />
  • Curious about how engineering education as a research field treats the construct of gender. Complex in other fields - how much have engr ed people incorporated that complexity? <br /> Domain analysis - from applied anthropology <br /> Complex construct - talk about this a bit more <br />
  • Curious about how engineering education as a research field treats the construct of gender. Complex in other fields - how much have engr ed people incorporated that complexity? <br /> Domain analysis - from applied anthropology <br /> Complex construct - talk about this a bit more <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
  • research behind each one of these statements - but engineering ed research has historically treated it on the simple side <br /> sociology, communications, history, women&#x2019;s studies - complex side <br />
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  • Remember this? It&#x2019;s come back in this study. <br /> Example: argument that assistant professors at research institutions have to learn to say &#x201C;no&#x201D; to service obligations, as they can get sucked in to doing too much service. <br /> <br /> Interesting to note that <br /> * women and people of colour talk about the need to give back to people who come after them. <br /> * committees want to be seen as inclusive, so ask women and people of colour to serve. <br /> <br /> Result: women and people of colour are confronted with having to say &#x201C;no&#x201D; more often. Maybe don&#x2019;t. Maybe do more service. <br />
  • Remember this? It&#x2019;s come back in this study. <br /> Example: argument that assistant professors at research institutions have to learn to say &#x201C;no&#x201D; to service obligations, as they can get sucked in to doing too much service. <br /> <br /> Interesting to note that <br /> * women and people of colour talk about the need to give back to people who come after them. <br /> * committees want to be seen as inclusive, so ask women and people of colour to serve. <br /> <br /> Result: women and people of colour are confronted with having to say &#x201C;no&#x201D; more often. Maybe don&#x2019;t. Maybe do more service. <br />
  • Remember this? It&#x2019;s come back in this study. <br /> Example: argument that assistant professors at research institutions have to learn to say &#x201C;no&#x201D; to service obligations, as they can get sucked in to doing too much service. <br /> <br /> Interesting to note that <br /> * women and people of colour talk about the need to give back to people who come after them. <br /> * committees want to be seen as inclusive, so ask women and people of colour to serve. <br /> <br /> Result: women and people of colour are confronted with having to say &#x201C;no&#x201D; more often. Maybe don&#x2019;t. Maybe do more service. <br />
  • Process of research is not linear -- are at different points with different projects, based on their methods and <br />
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  • Gender in this classroom -- in terms of <br /> our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women <br /> our content <br /> what is the history of women&#x2019;s technical education? Much different from that of men&#x2019;s in the US. <br /> talk about the history of gender in engineering education <br /> As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? <br /> our pedagogy: sharing of power <br /> in learning the content through discussion and debate, <br /> our assessment: in choice on how they complete open assignments <br /> Feminist part -- shared power <br /> <br /> <br /> <br />
  • Gender in this classroom -- in terms of <br /> our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women <br /> our content <br /> what is the history of women&#x2019;s technical education? Much different from that of men&#x2019;s in the US. <br /> talk about the history of gender in engineering education <br /> As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? <br /> our pedagogy: sharing of power <br /> in learning the content through discussion and debate, <br /> our assessment: in choice on how they complete open assignments <br /> Feminist part -- shared power <br /> <br /> <br /> <br />
  • Gender in this classroom -- in terms of <br /> our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women <br /> our content <br /> what is the history of women&#x2019;s technical education? Much different from that of men&#x2019;s in the US. <br /> talk about the history of gender in engineering education <br /> As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? <br /> our pedagogy: sharing of power <br /> in learning the content through discussion and debate, <br /> our assessment: in choice on how they complete open assignments <br /> Feminist part -- shared power <br /> <br /> <br /> <br />
  • Gender in this classroom -- in terms of <br /> our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women <br /> our content <br /> what is the history of women&#x2019;s technical education? Much different from that of men&#x2019;s in the US. <br /> talk about the history of gender in engineering education <br /> As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? <br /> our pedagogy: sharing of power <br /> in learning the content through discussion and debate, <br /> our assessment: in choice on how they complete open assignments <br /> Feminist part -- shared power <br /> <br /> <br /> <br />
  • Gender in this classroom -- in terms of <br /> our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women <br /> our content <br /> what is the history of women&#x2019;s technical education? Much different from that of men&#x2019;s in the US. <br /> talk about the history of gender in engineering education <br /> As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? <br /> our pedagogy: sharing of power <br /> in learning the content through discussion and debate, <br /> our assessment: in choice on how they complete open assignments <br /> Feminist part -- shared power <br /> <br /> <br /> <br />
  • Gender in this classroom -- in terms of <br /> our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women <br /> our content <br /> what is the history of women&#x2019;s technical education? Much different from that of men&#x2019;s in the US. <br /> talk about the history of gender in engineering education <br /> As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? <br /> our pedagogy: sharing of power <br /> in learning the content through discussion and debate, <br /> our assessment: in choice on how they complete open assignments <br /> Feminist part -- shared power <br /> <br /> <br /> <br />
  • Result of some of their collaborations -- group projects to make a youtube video about what is engineering education? <br /> <br />
  • Other class is quite different -- 120 first year engineering students. <br /> Different expectations from the students, and of myself - more orientation and support <br /> what tools do students need to be successful in college - could mean critical analysis of their situation. Is it me? or are there bigger forces at work? <br /> setting expectations of how to behave in a classroom <br /> collaborative, active! <br /> work in teams of 4 in class <br /> team projects - game design, user-centered design for designing eating utensil <br />
  • Other class is quite different -- 120 first year engineering students. <br /> Different expectations from the students, and of myself - more orientation and support <br /> what tools do students need to be successful in college - could mean critical analysis of their situation. Is it me? or are there bigger forces at work? <br /> setting expectations of how to behave in a classroom <br /> collaborative, active! <br /> work in teams of 4 in class <br /> team projects - game design, user-centered design for designing eating utensil <br />
  • Other class is quite different -- 120 first year engineering students. <br /> Different expectations from the students, and of myself - more orientation and support <br /> what tools do students need to be successful in college - could mean critical analysis of their situation. Is it me? or are there bigger forces at work? <br /> setting expectations of how to behave in a classroom <br /> collaborative, active! <br /> work in teams of 4 in class <br /> team projects - game design, user-centered design for designing eating utensil <br />
  • Other class is quite different -- 120 first year engineering students. <br /> Different expectations from the students, and of myself - more orientation and support <br /> what tools do students need to be successful in college - could mean critical analysis of their situation. Is it me? or are there bigger forces at work? <br /> setting expectations of how to behave in a classroom <br /> collaborative, active! <br /> work in teams of 4 in class <br /> team projects - game design, user-centered design for designing eating utensil <br />
  • Other class is quite different -- 120 first year engineering students. <br /> Different expectations from the students, and of myself - more orientation and support <br /> what tools do students need to be successful in college - could mean critical analysis of their situation. Is it me? or are there bigger forces at work? <br /> setting expectations of how to behave in a classroom <br /> collaborative, active! <br /> work in teams of 4 in class <br /> team projects - game design, user-centered design for designing eating utensil <br />
  • What might feminist service be? <br />
  • What might feminist service be? <br />
  • What might feminist service be? <br />
  • My research team set up a local conference -- engineering to liberal arts to vet med were there. 70 people arrived in Februrary to talk about this topic <br /> Constructive, not competitive <br /> To learn from each other rather than show what you know <br /> To contribute where you can <br />
  • My research team set up a local conference -- engineering to liberal arts to vet med were there. 70 people arrived in Februrary to talk about this topic <br /> Constructive, not competitive <br /> To learn from each other rather than show what you know <br /> To contribute where you can <br />
  • My research team set up a local conference -- engineering to liberal arts to vet med were there. 70 people arrived in Februrary to talk about this topic <br /> Constructive, not competitive <br /> To learn from each other rather than show what you know <br /> To contribute where you can <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
  • I think online modes have the potential to be critical ways to reach out to underserved populations - but also highlight needs of underserved populations. Talked with a student at Purdue whose goal is to bring internet access to isolated and rural Native communities <br />
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100507 UW-Madison SWE presentation 100507 UW-Madison SWE presentation Presentation Transcript

  • GENDER IN ENGINEERING: A ROMP DOWN ONE PATH Alice L. Pawley, School of Engineering Education, Purdue University apawley@purdue.edu 1
  • I know it’s a little early... 2
  • 3
  • HI! I’m Alice. 3
  • gardener hiker assistant professor camper HI! dog-lover feminist engineer I’m Alice. trouble-maker vegetarian environmentalist photographer Badger daughter sister partner 3
  • gardener hiker assistant professor camper HI! dog-lover feminist engineer I’m Alice. trouble-maker vegetarian environmentalist photographer Badger daughter sister partner 3
  • feminist engineer 4
  • Research in feminist engineering ...or RIFE 4
  • Research in feminist engineering ...or RIFE 4
  • Research in feminist engineering ...or RIFE 4
  • THE PLAN discovery learning engagement 5
  • THE PLAN discovery learning engagement 6
  • THAT WORD “FEMINIST” learning 7
  • THAT WORD “FEMINIST” learning A UG H! Th eF 7
  • THAT WORD “FEMINIST” learning 8
  • THAT WORD “FEMINIST” Think (on your own) What are as many meanings of “feminist” learning as you can think of? 8
  • THAT WORD “FEMINIST” Think (on your own) What are as many meanings of “feminist” learning as you can think of? Pair (with a neighbor) Introduce yourselves to each other Combine your lists 8
  • THAT WORD “FEMINIST” Think (on your own) What are as many meanings of “feminist” learning as you can think of? Pair (with a neighbor) Introduce yourselves to each other Combine your lists Share (with the group) The good, the bad, maybe the ugly 8
  • THAT WORD “FEMINIST” discovery 9
  • THAT WORD “FEMINIST” discovery We use gender as a major category of analysis* to develop grounded theories about engineering to work for social change in engineering education. * Scott, Joan W. "Gender: A Useful Category of Historical Analysis." American Historical Review, December (1986): 1053-75. 9
  • THAT WORD “FEMINIST” discovery We use gender as a major category of analysis* to develop grounded theories about engineering to work for social change in engineering education. ASK Gender in JEE ADVANCE WIETY * Scott, Joan W. "Gender: A Useful Category of Historical Analysis." American Historical Review, December (1986): 1053-75. 9
  • learning 10
  • learning GENDER (IN) ENGINEERING noun noun 10
  • learning GENDERING ENGINEERING verb noun 10
  • learning ENGINEERING GENDER verb noun 10
  • learning 11
  • learning GENDERED the impact of such ideas, objects or processes are differently experienced by people of different genders 11
  • discovery 12
  • ASSESSING SUSTAINABILITY ASK KNOWLEDGE EEC-0935066 discovery 12
  • ASSESSING SUSTAINABILITY ASK KNOWLEDGE EEC-0935066 discovery 12
  • ASSESSING SUSTAINABILITY ASK KNOWLEDGE EEC-0935066 The rationale... discovery • All engineers will need skills in sustainability. • Engineering faculty need help figuring out what to teach • We measure what we value. Maybe reverse too! 12
  • ASSESSING SUSTAINABILITY ASK KNOWLEDGE EEC-0935066 The rationale... discovery • All engineers will need skills in sustainability. • Engineering faculty need help figuring out what to teach • We measure what we value. Maybe reverse too! The methods... • Literature and syllabi as data about what is taught now • Interviews with undergrads about misconceptions • Delphi study with experts on what is missing 12
  • ASSESSING SUSTAINABILITY ASK KNOWLEDGE EEC-0935066 The rationale... discovery • All engineers will need skills in sustainability. • Engineering faculty need help figuring out what to teach • We measure what we value. Maybe reverse too! The methods... • Literature and syllabi as data about what is taught now • Interviews with undergrads about misconceptions • Delphi study with experts on what is missing Why we call it feminist... • Resource poverty affects women across globe • Ensuring resources for the future 12
  • Gender in JEE discovery 13
  • Gender in JEE The research questions... discovery • How do engineering education researchers theorize the construct of “gender”? • What are “new” directions through which engineering education researchers could investigate gender? 13
  • Gender in JEE The research questions... discovery • How do engineering education researchers theorize the construct of “gender”? • What are “new” directions through which engineering education researchers could investigate gender? The method... • Publications in Journal of Engineering Education between1998-2008 • Domain analysis 13
  • Gender in JEE The research questions... discovery • How do engineering education researchers theorize the construct of “gender”? • What are “new” directions through which engineering education researchers could investigate gender? The method... • Publications in Journal of Engineering Education between1998-2008 • Domain analysis Why we call it feminist... • Encouraging community to treat “gender” as a complex research construct 13
  • GENDER AS COMPLEX discovery learning 14
  • GENDER AS COMPLEX simple discovery learning 14
  • GENDER AS COMPLEX simple complex discovery learning 14
  • GENDER AS COMPLEX simple complex discovery binary continuum learning 14
  • GENDER AS COMPLEX simple complex discovery binary continuum fixed over time dynamic in time learning 14
  • GENDER AS COMPLEX simple complex discovery binary continuum fixed over time dynamic in time learning fixed within individuals fluid within individuals 14
  • GENDER AS COMPLEX simple complex discovery binary continuum fixed over time dynamic in time learning fixed within individuals fluid within individuals biologically determined culturally influenced 14
  • GENDER AS COMPLEX simple complex discovery binary continuum fixed over time dynamic in time learning fixed within individuals fluid within individuals biologically determined culturally influenced a characteristic of individuals a construct impacted by/affecting micro, meso, and macro levels of society 14
  • GENDER AS COMPLEX simple complex discovery binary continuum fixed over time dynamic in time learning fixed within individuals fluid within individuals biologically determined culturally influenced a characteristic of individuals a construct impacted by/affecting micro, meso, and macro levels of society gender is independent of other gender interacts with race, class, social categories nationality, sexuality, age... 14
  • discovery 15
  • WHAT IS ENGINEERING WIETY TO YOU? discovery 15
  • WHAT IS ENGINEERING WIETY TO YOU? The research questions... discovery • What definitions of engineering do students hold? • Can we use photo elicitation as a pedagogical tool to prompt students to change their definitions of engineering? 15
  • WHAT IS ENGINEERING WIETY TO YOU? The research questions... discovery • What definitions of engineering do students hold? • Can we use photo elicitation as a pedagogical tool to prompt students to change their definitions of engineering? The method... • Photo elicitation • Individual and group interviews 15
  • WHAT IS ENGINEERING WIETY TO YOU? The research questions... discovery • What definitions of engineering do students hold? • Can we use photo elicitation as a pedagogical tool to prompt students to change their definitions of engineering? The method... • Photo elicitation • Individual and group interviews Why we call it feminist... • What objects do students photograph? Where do they draw the line between engineering/not engineering? • What stories do students tell about engineering? 15
  • discovery 16
  • ADVANCE HRD-0811194 discovery 16
  • ADVANCE HRD-0811194 Academic Career Pathway (ACP) discovery 16
  • ADVANCE HRD-0811194 Academic Career Pathway (ACP) discovery The research questions... • How well do “pipeline” and “chilly climate” models describe STEM women faculty members’ careers? • What might be new models that are more inclusive of diverse career paths, particularly of women of color? 16
  • ADVANCE HRD-0811194 Academic Career Pathway (ACP) discovery The research questions... • How well do “pipeline” and “chilly climate” models describe STEM women faculty members’ careers? • What might be new models that are more inclusive of diverse career paths, particularly of women of color? The method... • Oral history interviews, participatory action research, storytelling circles • Discourse analysis 16
  • ADVANCE HRD-0811194 Academic Career Pathway (ACP) discovery The research questions... • How well do “pipeline” and “chilly climate” models describe STEM women faculty members’ careers? • What might be new models that are more inclusive of diverse career paths, particularly of women of color? The method... • Oral history interviews, participatory action research, storytelling circles • Discourse analysis Why we call it feminist... • Gender as intersectional, participant power 16
  • ADVANCE HRD-0811194 discovery 17
  • ADVANCE HRD-0811194 Institutional Ethnography (IE) discovery 17
  • ADVANCE HRD-0811194 Institutional Ethnography (IE) discovery The research questions... • Where are the disjunctures that women faculty experience between • What might be new models that are more inclusive of diverse career paths, particularly of women of color? 17
  • ADVANCE HRD-0811194 Institutional Ethnography (IE) discovery The research questions... • Where are the disjunctures that women faculty experience between • What might be new models that are more inclusive of diverse career paths, particularly of women of color? The method... • Institutional ethnography - interviews, document analysis 17
  • ADVANCE HRD-0811194 Institutional Ethnography (IE) discovery The research questions... • Where are the disjunctures that women faculty experience between • What might be new models that are more inclusive of diverse career paths, particularly of women of color? The method... • Institutional ethnography - interviews, document analysis Why we call it feminist... • Gender as intersectional, institutions as gendered 17
  • discovery learning 18
  • discovery GENDERED learning the impact of such ideas, objects or processes are differently experienced by people of different genders 18
  • discovery GENDERED learning the impact of such ideas, objects or processes are differently experienced by people of different genders discovery learning engagement 18
  • WHERE ARE WE IN PROCESS? collection for public discovery Analysis Writing Funded Data IRB ASK 2 yrs Gender in JEE WIETY ADVANCE 5 yrs 19
  • FEMINIST TEACHING? learning 20
  • FEMINIST TEACHING? Think (on your own) If someone described to you a learning “feminist classroom” they attended, what would it look like? What would people be doing in it? 20
  • FEMINIST TEACHING? Think (on your own) If someone described to you a learning “feminist classroom” they attended, what would it look like? What would people be doing in it? Pair (with your other neighbor) Introduce yourselves to each other Share your thoughts 20
  • FEMINIST TEACHING? Think (on your own) If someone described to you a learning “feminist classroom” they attended, what would it look like? What would people be doing in it? Pair (with your other neighbor) Introduce yourselves to each other Share your thoughts Share (with the group) A couple of ideas 20
  • FEMINIST TEACHING? learning 21
  • FEMINIST TEACHING? How is power Whose words and used or shared in learning ideas do we read as this classroom? “knowledge”? Do I feel welcome Whose to contribute my contributions do I Can we ideas and questions? learn are valuable in critique ideas and this field? respect our Whose history are differences? we learning? Are people like me part of it? 21
  • FEMINIST TEACHING? How is power Whose words and used or shared in learning ideas do we read as this classroom? “knowledge”? Do I feel welcome Whose to contribute my contributions do I Can we ideas and questions? learn are valuable in critique ideas and this field? respect our Whose history are differences? we learning? Are people like me part of it? CONTENT PEDAGOGY ASSESSMENT 21
  • GRADUATE STUDENTS... ENE 50200 History and Philosophy of Engineering Education learning 22
  • GRADUATE STUDENTS... ENE 50200 History and Philosophy of Engineering Education learning 22
  • GRADUATE STUDENTS... ENE 50200 History and Philosophy of Engineering Education learning engagement http://tinyurl.com/ENEHistPhiloYouTube 23
  • UNDERGRADUATES... ENGR 19500 Ideas to Innovations learning 24
  • UNDERGRADUATES... ENGR 19500 Ideas to Innovations learning 24
  • FEMINIST SERVICE? learning engagement 25
  • FEMINIST SERVICE? Think (on your own) How do you share what you learned learning with people less privileged than you? engagement 25
  • FEMINIST SERVICE? Think (on your own) How do you share what you learned learning with people less privileged than you? Pair (your choice of neighbor) engagement Introduce yourselves to each other Share your thoughts 25
  • FEMINIST SERVICE? Think (on your own) How do you share what you learned learning with people less privileged than you? Pair (your choice of neighbor) engagement Introduce yourselves to each other Share your thoughts Share (with the group) A couple of ideas 25
  • SERVICE Gender and STEM Research Symposium discovery engagement 26
  • SERVICE Gender and STEM Research Symposium dgements discovery esented in h A Student Diversity. rsections Voices, One the re t! edu/diversikey.! engagement grateful for the financial hese organizations: utler Center for Leadership Excellence, the mer and Family Sciences, the Diversity and DiversiKey, the ADVANCE Research team, f Science Women in Academia group. o the abstract reviewers (listed lly): n, Colleen Arendt, Dina Banerjee, Megan Gender and STEM art, Jordana Hoegh, Beth Holloway, Julia Kalish, aphene Koch, Alice Pawley, Wendy Peer, Research Symposium l, Michele Tomarelli, Ralph Webb, Anna to the symposium planning Date: February 19, 2010 ana Rice, Alice Pawley, Saranya Srinivasan, and Time: 8:00 AM - 4:30 PM rkhimer. Location: Stewart 310 r Faculty Success y 9407 e.edu - 28 - -1- 26
  • SERVICE Gender and STEM Research Symposium dgements discovery esented in h A Student Diversity. rsections Voices, One the re t! edu/diversikey.! engagement grateful for the financial hese organizations: utler Center for Leadership Excellence, the mer and Family Sciences, the Diversity and DiversiKey, the ADVANCE Research team, f Science Women in Academia group. o the abstract reviewers (listed lly): n, Colleen Arendt, Dina Banerjee, Megan Gender and STEM art, Jordana Hoegh, Beth Holloway, Julia Kalish, aphene Koch, Alice Pawley, Wendy Peer, Research Symposium l, Michele Tomarelli, Ralph Webb, Anna to the symposium planning Date: February 19, 2010 ana Rice, Alice Pawley, Saranya Srinivasan, and Time: 8:00 AM - 4:30 PM rkhimer. Location: Stewart 310 r Faculty Success y 9407 e.edu - 28 - -1- 26
  • SERVICE learning engagement 27
  • SERVICE Online learning engagement 27
  • SERVICE Online learning engagement 27
  • SERVICE Online learning engagement How is my research and teaching accessible to non-academics? How does my research and teaching connect with “the real world” 27
  • LOOKING BACK 28
  • LOOKING BACK discovery learning engagement 28
  • LOOKING BACK Gender in JEE ASK WIETY ADVANCE discovery learning engagement 28
  • LOOKING BACK Gender in JEE ASK WIETY ADVANCE discovery learning engagement 28
  • LOOKING BACK Gender in JEE ASK WIETY ADVANCE discovery ! Acknowledgements This event is presented in conjunction with Intersections: A Student Conference on Diversity. This year's Intersections theme is "Many Voices, One Campus: Living the Questions"; more information is at! http://www.purdue.edu/diversikey.! We are very grateful for the financial support of these organizations: Susan Bulkeley Butler Center for Leadership Excellence, the College of Consumer and Family Sciences, the Diversity Resource Office and DiversiKey, the ADVANCE Research team, and the College of Science Women in Academia group. learning engagement Thank you to the abstract reviewers (listed alphabetically): Omolola Adedokun, Colleen Arendt, Dina Banerjee, Megan Gender and STEM Grunert, Mindy Hart, Jordana Hoegh, Beth Holloway, Julia Kalish, Rene Ketterer, Daphene Koch, Alice Pawley, Wendy Peer, Research Symposium Johannes Strobel, Michele Tomarelli, Ralph Webb, Anna Woodcock. Thanks also to the symposium planning committee: Date: February 19, 2010 Dina Banerjee, Lana Rice, Alice Pawley, Saranya Srinivasan, and Time: 8:00 AM - 4:30 PM Suzanne Zurn- Birkhimer. Location: Stewart 310 Purdue Center for Faculty Success Purdue University Phone: (765) 494-9407 advance-cfs@purdue.edu ! - 28 - -1- 28
  • ACKNOWLEDGEMENTS The RIFE Group: Dina Banerjee, Jordana Hoegh, Katie Morley, Marisol Mercado-Santiago, Lindsey Nelson, Saranya Srinivasan National Science Foundation funding: EEC-0935066, HRD-0811194 Thanks to SWE for inviting me! 29
  • ACKNOWLEDGEMENTS The RIFE Group: Dina Banerjee, Jordana Hoegh, Katie Morley, Marisol Mercado-Santiago, Lindsey Nelson, Saranya Srinivasan National Science Foundation funding: EEC-0935066, HRD-0811194 Thanks to SWE for inviting me! 29
  • TO LEARN MORE... http://feministengineering.org 30
  • PUBLICATIONS From work outlined here... Ranjani Rao, Alice L. Pawley, Stephen R. Hoffmann, Matthew W. Ohland, and Monica E. Cardella. “Work in Progress: Development of a framework to Assess Sustainability Knowledge (ASK) in engineering undergraduate students.” Submitted to the 2010 IEEE/ASEE Frontiers in Education Conference, Washington DC (October 27-30). Banerjee, Dina and Alice L. Pawley. “Institutional Ethnography: A research method to investigate the work-life experiences of women faculty members in STEM disciplines.” To be presented at the 2010 American Society for Engineering Education National Conference and Exposition, Louisville KY, June 20-23. Hoegh, Jordana, and Alice L. Pawley. “Modeling the career pathways of women STEM faculty through oral histories and participatory research methods.” To be presented at the 2010 American Society for Engineering Education National Conference and Exposition, Louisville KY, June 20-23. Nelson, Lindsey and Alice L. Pawley. “Using the Emergent Methodology of Domain Analysis to Answer Complex Research Questions.” To be presented at the 2010 American Society for Engineering Education National Conference and Exposition, Louisville KY, June 20-23. 31