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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 Engineering Leadership Institute.

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100507 UW-Madison SWE presentation

  1. 1. GENDER IN ENGINEERING: A ROMP DOWN ONE PATH Alice L. Pawley, School of Engineering Education, Purdue University apawley@purdue.edu 1
  2. 2. I know it’s a little early... 2
  3. 3. 3
  4. 4. HI! I’m Alice. 3
  5. 5. gardener hiker assistant professor camper HI! dog-lover feminist engineer I’m Alice. trouble-maker vegetarian environmentalist photographer Badger daughter sister partner 3
  6. 6. gardener hiker assistant professor camper HI! dog-lover feminist engineer I’m Alice. trouble-maker vegetarian environmentalist photographer Badger daughter sister partner 3
  7. 7. feminist engineer 4
  8. 8. Research in feminist engineering ...or RIFE 4
  9. 9. Research in feminist engineering ...or RIFE 4
  10. 10. Research in feminist engineering ...or RIFE 4
  11. 11. THE PLAN discovery learning engagement 5
  12. 12. THE PLAN discovery learning engagement 6
  13. 13. THAT WORD “FEMINIST” learning 7
  14. 14. THAT WORD “FEMINIST” learning A UG H! Th eF 7
  15. 15. THAT WORD “FEMINIST” learning 8
  16. 16. THAT WORD “FEMINIST” Think (on your own) What are as many meanings of “feminist” learning as you can think of? 8
  17. 17. 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
  18. 18. 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
  19. 19. THAT WORD “FEMINIST” discovery 9
  20. 20. 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
  21. 21. 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
  22. 22. learning 10
  23. 23. learning GENDER (IN) ENGINEERING noun noun 10
  24. 24. learning GENDERING ENGINEERING verb noun 10
  25. 25. learning ENGINEERING GENDER verb noun 10
  26. 26. learning 11
  27. 27. learning GENDERED the impact of such ideas, objects or processes are differently experienced by people of different genders 11
  28. 28. discovery 12
  29. 29. ASSESSING SUSTAINABILITY ASK KNOWLEDGE EEC-0935066 discovery 12
  30. 30. ASSESSING SUSTAINABILITY ASK KNOWLEDGE EEC-0935066 discovery 12
  31. 31. 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
  32. 32. 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
  33. 33. 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
  34. 34. Gender in JEE discovery 13
  35. 35. 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
  36. 36. 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
  37. 37. 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
  38. 38. GENDER AS COMPLEX discovery learning 14
  39. 39. GENDER AS COMPLEX simple discovery learning 14
  40. 40. GENDER AS COMPLEX simple complex discovery learning 14
  41. 41. GENDER AS COMPLEX simple complex discovery binary continuum learning 14
  42. 42. GENDER AS COMPLEX simple complex discovery binary continuum fixed over time dynamic in time learning 14
  43. 43. GENDER AS COMPLEX simple complex discovery binary continuum fixed over time dynamic in time learning fixed within individuals fluid within individuals 14
  44. 44. 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
  45. 45. 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
  46. 46. 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
  47. 47. discovery 15
  48. 48. WHAT IS ENGINEERING WIETY TO YOU? discovery 15
  49. 49. 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
  50. 50. 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
  51. 51. 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
  52. 52. discovery 16
  53. 53. ADVANCE HRD-0811194 discovery 16
  54. 54. ADVANCE HRD-0811194 Academic Career Pathway (ACP) discovery 16
  55. 55. 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
  56. 56. 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
  57. 57. 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
  58. 58. ADVANCE HRD-0811194 discovery 17
  59. 59. ADVANCE HRD-0811194 Institutional Ethnography (IE) discovery 17
  60. 60. 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
  61. 61. 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
  62. 62. 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
  63. 63. discovery learning 18
  64. 64. discovery GENDERED learning the impact of such ideas, objects or processes are differently experienced by people of different genders 18
  65. 65. discovery GENDERED learning the impact of such ideas, objects or processes are differently experienced by people of different genders discovery learning engagement 18
  66. 66. 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
  67. 67. FEMINIST TEACHING? learning 20
  68. 68. 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
  69. 69. 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
  70. 70. 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
  71. 71. FEMINIST TEACHING? learning 21
  72. 72. 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
  73. 73. 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
  74. 74. GRADUATE STUDENTS... ENE 50200 History and Philosophy of Engineering Education learning 22
  75. 75. GRADUATE STUDENTS... ENE 50200 History and Philosophy of Engineering Education learning 22
  76. 76. GRADUATE STUDENTS... ENE 50200 History and Philosophy of Engineering Education learning engagement http://tinyurl.com/ENEHistPhiloYouTube 23
  77. 77. UNDERGRADUATES... ENGR 19500 Ideas to Innovations learning 24
  78. 78. UNDERGRADUATES... ENGR 19500 Ideas to Innovations learning 24
  79. 79. FEMINIST SERVICE? learning engagement 25
  80. 80. FEMINIST SERVICE? Think (on your own) How do you share what you learned learning with people less privileged than you? engagement 25
  81. 81. 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
  82. 82. 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
  83. 83. SERVICE Gender and STEM Research Symposium discovery engagement 26
  84. 84. 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
  85. 85. 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
  86. 86. SERVICE learning engagement 27
  87. 87. SERVICE Online learning engagement 27
  88. 88. SERVICE Online learning engagement 27
  89. 89. 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
  90. 90. LOOKING BACK 28
  91. 91. LOOKING BACK discovery learning engagement 28
  92. 92. LOOKING BACK Gender in JEE ASK WIETY ADVANCE discovery learning engagement 28
  93. 93. LOOKING BACK Gender in JEE ASK WIETY ADVANCE discovery learning engagement 28
  94. 94. 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
  95. 95. 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
  96. 96. 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
  97. 97. TO LEARN MORE... http://feministengineering.org 30
  98. 98. 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

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