SlideShare a Scribd company logo
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

More Related Content

Similar to 100507 UW-Madison SWE presentation

Debate II: Phonics and Literacies
Debate II: Phonics and LiteraciesDebate II: Phonics and Literacies
Debate II: Phonics and Literacies
letramentos
 
4/15/10 School of Engineering Education Research Seminar
4/15/10 School of Engineering Education Research Seminar4/15/10 School of Engineering Education Research Seminar
4/15/10 School of Engineering Education Research Seminar
Research in Feminist Engineering Group
 
Grade Level PAT Curriculum
Grade Level PAT CurriculumGrade Level PAT Curriculum
Grade Level PAT Curriculum
Linda Fullhart
 
A Case for Qualitative Research In the Social Studies.pdf
A Case for Qualitative Research In the Social Studies.pdfA Case for Qualitative Research In the Social Studies.pdf
A Case for Qualitative Research In the Social Studies.pdf
Wendy Belieu
 
Learning styles (2)
Learning styles (2)Learning styles (2)
Learning styles (2)
Irina K
 
Student Teaching Lesson Plan: Scientist Gallery 1
Student Teaching Lesson Plan: Scientist Gallery 1Student Teaching Lesson Plan: Scientist Gallery 1
Student Teaching Lesson Plan: Scientist Gallery 1
Miss Cheska
 
What every teacher should know about cognitive science
What every teacher should know about cognitive scienceWhat every teacher should know about cognitive science
What every teacher should know about cognitive science
Stephanie Chasteen
 
PAT Grade Level Curriculum
PAT Grade Level CurriculumPAT Grade Level Curriculum
PAT Grade Level Curriculum
Linda Fullhart
 
Research On Prescriptive Grammar And Its Comparison With...
Research On Prescriptive Grammar And Its Comparison With...Research On Prescriptive Grammar And Its Comparison With...
Research On Prescriptive Grammar And Its Comparison With...
Nicole Wells
 
Can String Theory Be An Educational Force Multiplier?
Can String Theory Be An Educational Force Multiplier?Can String Theory Be An Educational Force Multiplier?
Can String Theory Be An Educational Force Multiplier?
bbartel
 
National Writing Project Annual Meeting: Composing Science
National Writing Project Annual Meeting: Composing ScienceNational Writing Project Annual Meeting: Composing Science
National Writing Project Annual Meeting: Composing Science
CSU, Chico
 
Philos.ppt
Philos.pptPhilos.ppt
Philos.ppt
AldenRichards4
 
Philos.ppt
Philos.pptPhilos.ppt
The Power of Research-Based Pedagogy
The Power of Research-Based PedagogyThe Power of Research-Based Pedagogy
The Power of Research-Based Pedagogy
David Morrison-Love
 
Teaching How to Structure Literature Reviews via 1990s Movies
Teaching How to Structure Literature Reviews via 1990s MoviesTeaching How to Structure Literature Reviews via 1990s Movies
Teaching How to Structure Literature Reviews via 1990s Movies
CILIPScotland
 
Student Teaching Lesson Plan: Scientist Gallery 2
Student Teaching Lesson Plan: Scientist Gallery 2Student Teaching Lesson Plan: Scientist Gallery 2
Student Teaching Lesson Plan: Scientist Gallery 2
Miss Cheska
 
Gender in STEM education, Chiara Tripepi and Jukka Rahkonen
Gender in STEM education, Chiara Tripepi and Jukka RahkonenGender in STEM education, Chiara Tripepi and Jukka Rahkonen
Gender in STEM education, Chiara Tripepi and Jukka Rahkonen
Brussels, Belgium
 
Xiaowei Zhou
Xiaowei ZhouXiaowei Zhou
Best practices in Co-Teaching - Workday
Best practices in Co-Teaching - WorkdayBest practices in Co-Teaching - Workday
Best practices in Co-Teaching - Workday
Spiro Bolos
 
Aps 2015
Aps 2015Aps 2015

Similar to 100507 UW-Madison SWE presentation (20)

Debate II: Phonics and Literacies
Debate II: Phonics and LiteraciesDebate II: Phonics and Literacies
Debate II: Phonics and Literacies
 
4/15/10 School of Engineering Education Research Seminar
4/15/10 School of Engineering Education Research Seminar4/15/10 School of Engineering Education Research Seminar
4/15/10 School of Engineering Education Research Seminar
 
Grade Level PAT Curriculum
Grade Level PAT CurriculumGrade Level PAT Curriculum
Grade Level PAT Curriculum
 
A Case for Qualitative Research In the Social Studies.pdf
A Case for Qualitative Research In the Social Studies.pdfA Case for Qualitative Research In the Social Studies.pdf
A Case for Qualitative Research In the Social Studies.pdf
 
Learning styles (2)
Learning styles (2)Learning styles (2)
Learning styles (2)
 
Student Teaching Lesson Plan: Scientist Gallery 1
Student Teaching Lesson Plan: Scientist Gallery 1Student Teaching Lesson Plan: Scientist Gallery 1
Student Teaching Lesson Plan: Scientist Gallery 1
 
What every teacher should know about cognitive science
What every teacher should know about cognitive scienceWhat every teacher should know about cognitive science
What every teacher should know about cognitive science
 
PAT Grade Level Curriculum
PAT Grade Level CurriculumPAT Grade Level Curriculum
PAT Grade Level Curriculum
 
Research On Prescriptive Grammar And Its Comparison With...
Research On Prescriptive Grammar And Its Comparison With...Research On Prescriptive Grammar And Its Comparison With...
Research On Prescriptive Grammar And Its Comparison With...
 
Can String Theory Be An Educational Force Multiplier?
Can String Theory Be An Educational Force Multiplier?Can String Theory Be An Educational Force Multiplier?
Can String Theory Be An Educational Force Multiplier?
 
National Writing Project Annual Meeting: Composing Science
National Writing Project Annual Meeting: Composing ScienceNational Writing Project Annual Meeting: Composing Science
National Writing Project Annual Meeting: Composing Science
 
Philos.ppt
Philos.pptPhilos.ppt
Philos.ppt
 
Philos.ppt
Philos.pptPhilos.ppt
Philos.ppt
 
The Power of Research-Based Pedagogy
The Power of Research-Based PedagogyThe Power of Research-Based Pedagogy
The Power of Research-Based Pedagogy
 
Teaching How to Structure Literature Reviews via 1990s Movies
Teaching How to Structure Literature Reviews via 1990s MoviesTeaching How to Structure Literature Reviews via 1990s Movies
Teaching How to Structure Literature Reviews via 1990s Movies
 
Student Teaching Lesson Plan: Scientist Gallery 2
Student Teaching Lesson Plan: Scientist Gallery 2Student Teaching Lesson Plan: Scientist Gallery 2
Student Teaching Lesson Plan: Scientist Gallery 2
 
Gender in STEM education, Chiara Tripepi and Jukka Rahkonen
Gender in STEM education, Chiara Tripepi and Jukka RahkonenGender in STEM education, Chiara Tripepi and Jukka Rahkonen
Gender in STEM education, Chiara Tripepi and Jukka Rahkonen
 
Xiaowei Zhou
Xiaowei ZhouXiaowei Zhou
Xiaowei Zhou
 
Best practices in Co-Teaching - Workday
Best practices in Co-Teaching - WorkdayBest practices in Co-Teaching - Workday
Best practices in Co-Teaching - Workday
 
Aps 2015
Aps 2015Aps 2015
Aps 2015
 

More from Research in Feminist Engineering Group

Institutional Ethnography as a Method to Understand the Career and Parental L...
Institutional Ethnography as a Method to Understand the Career and Parental L...Institutional Ethnography as a Method to Understand the Career and Parental L...
Institutional Ethnography as a Method to Understand the Career and Parental L...
Research in Feminist Engineering Group
 
Defining "sustainable engineering": a comparative analysis of published susta...
Defining "sustainable engineering": a comparative analysis of published susta...Defining "sustainable engineering": a comparative analysis of published susta...
Defining "sustainable engineering": a comparative analysis of published susta...
Research in Feminist Engineering Group
 
IEECI: Assessing Sustainability Knowledge: Development of a framework to asse...
IEECI: Assessing Sustainability Knowledge: Development of a framework to asse...IEECI: Assessing Sustainability Knowledge: Development of a framework to asse...
IEECI: Assessing Sustainability Knowledge: Development of a framework to asse...
Research in Feminist Engineering Group
 
CAREER: Learning from Small Numbers: Using personal narratives by underrepres...
CAREER: Learning from Small Numbers: Using personal narratives by underrepres...CAREER: Learning from Small Numbers: Using personal narratives by underrepres...
CAREER: Learning from Small Numbers: Using personal narratives by underrepres...
Research in Feminist Engineering Group
 
2011 NSF EEC Grantees Meeting: CAREER: Learning from Small Numbers
2011 NSF EEC Grantees Meeting: CAREER: Learning from Small Numbers2011 NSF EEC Grantees Meeting: CAREER: Learning from Small Numbers
2011 NSF EEC Grantees Meeting: CAREER: Learning from Small Numbers
Research in Feminist Engineering Group
 
2011 NSF EEC Grantees Meeting: IEECI-ASK: Assessing Sustainability Knowledge
2011 NSF EEC Grantees Meeting: IEECI-ASK: Assessing Sustainability Knowledge2011 NSF EEC Grantees Meeting: IEECI-ASK: Assessing Sustainability Knowledge
2011 NSF EEC Grantees Meeting: IEECI-ASK: Assessing Sustainability Knowledge
Research in Feminist Engineering Group
 
Women in STEM Disciplines: Walking boundaries
Women in STEM Disciplines: Walking boundariesWomen in STEM Disciplines: Walking boundaries
Women in STEM Disciplines: Walking boundaries
Research in Feminist Engineering Group
 
2010 FIE Special Session: What should a course reader on gender and engineeri...
2010 FIE Special Session: What should a course reader on gender and engineeri...2010 FIE Special Session: What should a course reader on gender and engineeri...
2010 FIE Special Session: What should a course reader on gender and engineeri...
Research in Feminist Engineering Group
 
2010 FIE Work in Progress: Development of a framework to Assess Sustainabilit...
2010 FIE Work in Progress: Development of a framework to Assess Sustainabilit...2010 FIE Work in Progress: Development of a framework to Assess Sustainabilit...
2010 FIE Work in Progress: Development of a framework to Assess Sustainabilit...
Research in Feminist Engineering Group
 
ASEE 2010: ’The image of a woman engineer:' Women’s identities as engineers a...
ASEE 2010: ’The image of a woman engineer:' Women’s identities as engineers a...ASEE 2010: ’The image of a woman engineer:' Women’s identities as engineers a...
ASEE 2010: ’The image of a woman engineer:' Women’s identities as engineers a...
Research in Feminist Engineering Group
 

More from Research in Feminist Engineering Group (10)

Institutional Ethnography as a Method to Understand the Career and Parental L...
Institutional Ethnography as a Method to Understand the Career and Parental L...Institutional Ethnography as a Method to Understand the Career and Parental L...
Institutional Ethnography as a Method to Understand the Career and Parental L...
 
Defining "sustainable engineering": a comparative analysis of published susta...
Defining "sustainable engineering": a comparative analysis of published susta...Defining "sustainable engineering": a comparative analysis of published susta...
Defining "sustainable engineering": a comparative analysis of published susta...
 
IEECI: Assessing Sustainability Knowledge: Development of a framework to asse...
IEECI: Assessing Sustainability Knowledge: Development of a framework to asse...IEECI: Assessing Sustainability Knowledge: Development of a framework to asse...
IEECI: Assessing Sustainability Knowledge: Development of a framework to asse...
 
CAREER: Learning from Small Numbers: Using personal narratives by underrepres...
CAREER: Learning from Small Numbers: Using personal narratives by underrepres...CAREER: Learning from Small Numbers: Using personal narratives by underrepres...
CAREER: Learning from Small Numbers: Using personal narratives by underrepres...
 
2011 NSF EEC Grantees Meeting: CAREER: Learning from Small Numbers
2011 NSF EEC Grantees Meeting: CAREER: Learning from Small Numbers2011 NSF EEC Grantees Meeting: CAREER: Learning from Small Numbers
2011 NSF EEC Grantees Meeting: CAREER: Learning from Small Numbers
 
2011 NSF EEC Grantees Meeting: IEECI-ASK: Assessing Sustainability Knowledge
2011 NSF EEC Grantees Meeting: IEECI-ASK: Assessing Sustainability Knowledge2011 NSF EEC Grantees Meeting: IEECI-ASK: Assessing Sustainability Knowledge
2011 NSF EEC Grantees Meeting: IEECI-ASK: Assessing Sustainability Knowledge
 
Women in STEM Disciplines: Walking boundaries
Women in STEM Disciplines: Walking boundariesWomen in STEM Disciplines: Walking boundaries
Women in STEM Disciplines: Walking boundaries
 
2010 FIE Special Session: What should a course reader on gender and engineeri...
2010 FIE Special Session: What should a course reader on gender and engineeri...2010 FIE Special Session: What should a course reader on gender and engineeri...
2010 FIE Special Session: What should a course reader on gender and engineeri...
 
2010 FIE Work in Progress: Development of a framework to Assess Sustainabilit...
2010 FIE Work in Progress: Development of a framework to Assess Sustainabilit...2010 FIE Work in Progress: Development of a framework to Assess Sustainabilit...
2010 FIE Work in Progress: Development of a framework to Assess Sustainabilit...
 
ASEE 2010: ’The image of a woman engineer:' Women’s identities as engineers a...
ASEE 2010: ’The image of a woman engineer:' Women’s identities as engineers a...ASEE 2010: ’The image of a woman engineer:' Women’s identities as engineers a...
ASEE 2010: ’The image of a woman engineer:' Women’s identities as engineers a...
 

Recently uploaded

Skimbleshanks-The-Railway-Cat by T S Eliot
Skimbleshanks-The-Railway-Cat by T S EliotSkimbleshanks-The-Railway-Cat by T S Eliot
Skimbleshanks-The-Railway-Cat by T S Eliot
nitinpv4ai
 
Simple-Present-Tense xxxxxxxxxxxxxxxxxxx
Simple-Present-Tense xxxxxxxxxxxxxxxxxxxSimple-Present-Tense xxxxxxxxxxxxxxxxxxx
Simple-Present-Tense xxxxxxxxxxxxxxxxxxx
RandolphRadicy
 
220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science
Kalna College
 
Educational Technology in the Health Sciences
Educational Technology in the Health SciencesEducational Technology in the Health Sciences
Educational Technology in the Health Sciences
Iris Thiele Isip-Tan
 
Diversity Quiz Prelims by Quiz Club, IIT Kanpur
Diversity Quiz Prelims by Quiz Club, IIT KanpurDiversity Quiz Prelims by Quiz Club, IIT Kanpur
Diversity Quiz Prelims by Quiz Club, IIT Kanpur
Quiz Club IIT Kanpur
 
FinalSD_MathematicsGrade7_Session2_Unida.pptx
FinalSD_MathematicsGrade7_Session2_Unida.pptxFinalSD_MathematicsGrade7_Session2_Unida.pptx
FinalSD_MathematicsGrade7_Session2_Unida.pptx
JennySularte1
 
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants  When and How To Record ProperlyAccounting for Restricted Grants  When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
TechSoup
 
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
Celine George
 
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptxRESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
zuzanka
 
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
zuzanka
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
سمير بسيوني
 
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
EduSkills OECD
 
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT  Internet resources for social science220711130083 SUBHASHREE RAKSHIT  Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Kalna College
 
Bonku-Babus-Friend by Sathyajith Ray (9)
Bonku-Babus-Friend by Sathyajith Ray  (9)Bonku-Babus-Friend by Sathyajith Ray  (9)
Bonku-Babus-Friend by Sathyajith Ray (9)
nitinpv4ai
 
How to Fix [Errno 98] address already in use
How to Fix [Errno 98] address already in useHow to Fix [Errno 98] address already in use
How to Fix [Errno 98] address already in use
Celine George
 
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxA Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
OH TEIK BIN
 
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptxContiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Kalna College
 
The basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptxThe basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptx
heathfieldcps1
 
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapitolTechU
 
220711130097 Tulip Samanta Concept of Information and Communication Technology
220711130097 Tulip Samanta Concept of Information and Communication Technology220711130097 Tulip Samanta Concept of Information and Communication Technology
220711130097 Tulip Samanta Concept of Information and Communication Technology
Kalna College
 

Recently uploaded (20)

Skimbleshanks-The-Railway-Cat by T S Eliot
Skimbleshanks-The-Railway-Cat by T S EliotSkimbleshanks-The-Railway-Cat by T S Eliot
Skimbleshanks-The-Railway-Cat by T S Eliot
 
Simple-Present-Tense xxxxxxxxxxxxxxxxxxx
Simple-Present-Tense xxxxxxxxxxxxxxxxxxxSimple-Present-Tense xxxxxxxxxxxxxxxxxxx
Simple-Present-Tense xxxxxxxxxxxxxxxxxxx
 
220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science
 
Educational Technology in the Health Sciences
Educational Technology in the Health SciencesEducational Technology in the Health Sciences
Educational Technology in the Health Sciences
 
Diversity Quiz Prelims by Quiz Club, IIT Kanpur
Diversity Quiz Prelims by Quiz Club, IIT KanpurDiversity Quiz Prelims by Quiz Club, IIT Kanpur
Diversity Quiz Prelims by Quiz Club, IIT Kanpur
 
FinalSD_MathematicsGrade7_Session2_Unida.pptx
FinalSD_MathematicsGrade7_Session2_Unida.pptxFinalSD_MathematicsGrade7_Session2_Unida.pptx
FinalSD_MathematicsGrade7_Session2_Unida.pptx
 
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants  When and How To Record ProperlyAccounting for Restricted Grants  When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
 
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
 
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptxRESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
 
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
 
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
 
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT  Internet resources for social science220711130083 SUBHASHREE RAKSHIT  Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
 
Bonku-Babus-Friend by Sathyajith Ray (9)
Bonku-Babus-Friend by Sathyajith Ray  (9)Bonku-Babus-Friend by Sathyajith Ray  (9)
Bonku-Babus-Friend by Sathyajith Ray (9)
 
How to Fix [Errno 98] address already in use
How to Fix [Errno 98] address already in useHow to Fix [Errno 98] address already in use
How to Fix [Errno 98] address already in use
 
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxA Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
 
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptxContiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
 
The basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptxThe basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptx
 
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
 
220711130097 Tulip Samanta Concept of Information and Communication Technology
220711130097 Tulip Samanta Concept of Information and Communication Technology220711130097 Tulip Samanta Concept of Information and Communication Technology
220711130097 Tulip Samanta Concept of Information and Communication Technology
 

100507 UW-Madison SWE presentation

  • 1. GENDER IN ENGINEERING: A ROMP DOWN ONE PATH Alice L. Pawley, School of Engineering Education, Purdue University apawley@purdue.edu 1
  • 2. I know it’s a little early... 2
  • 3. 3
  • 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. gardener hiker assistant professor camper HI! dog-lover feminist engineer I’m Alice. trouble-maker vegetarian environmentalist photographer Badger daughter sister partner 3
  • 8. Research in feminist engineering ...or RIFE 4
  • 9. Research in feminist engineering ...or RIFE 4
  • 10. Research in feminist engineering ...or RIFE 4
  • 11. THE PLAN discovery learning engagement 5
  • 12. THE PLAN discovery learning engagement 6
  • 14. THAT WORD “FEMINIST” learning A UG H! Th eF 7
  • 16. THAT WORD “FEMINIST” Think (on your own) What are as many meanings of “feminist” learning as you can think of? 8
  • 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. 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
  • 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. 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
  • 27. learning GENDERED the impact of such ideas, objects or processes are differently experienced by people of different genders 11
  • 29. ASSESSING SUSTAINABILITY ASK KNOWLEDGE EEC-0935066 discovery 12
  • 30. ASSESSING SUSTAINABILITY ASK KNOWLEDGE EEC-0935066 discovery 12
  • 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. 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. 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. Gender in JEE discovery 13
  • 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. 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. 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. GENDER AS COMPLEX discovery learning 14
  • 39. GENDER AS COMPLEX simple discovery learning 14
  • 40. GENDER AS COMPLEX simple complex discovery learning 14
  • 41. GENDER AS COMPLEX simple complex discovery binary continuum learning 14
  • 42. GENDER AS COMPLEX simple complex discovery binary continuum fixed over time dynamic in time learning 14
  • 43. GENDER AS COMPLEX simple complex discovery binary continuum fixed over time dynamic in time learning fixed within individuals fluid within individuals 14
  • 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. 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. 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. discovery 15
  • 48. WHAT IS ENGINEERING WIETY TO YOU? discovery 15
  • 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. 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. 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. discovery 16
  • 53. ADVANCE HRD-0811194 discovery 16
  • 54. ADVANCE HRD-0811194 Academic Career Pathway (ACP) discovery 16
  • 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. 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. 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. ADVANCE HRD-0811194 discovery 17
  • 59. ADVANCE HRD-0811194 Institutional Ethnography (IE) discovery 17
  • 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. 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. 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. discovery learning 18
  • 64. discovery GENDERED learning the impact of such ideas, objects or processes are differently experienced by people of different genders 18
  • 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. 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. FEMINIST TEACHING? learning 20
  • 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. 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. 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. FEMINIST TEACHING? learning 21
  • 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. 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. GRADUATE STUDENTS... ENE 50200 History and Philosophy of Engineering Education learning 22
  • 75. GRADUATE STUDENTS... ENE 50200 History and Philosophy of Engineering Education learning 22
  • 76. GRADUATE STUDENTS... ENE 50200 History and Philosophy of Engineering Education learning engagement http://tinyurl.com/ENEHistPhiloYouTube 23
  • 77. UNDERGRADUATES... ENGR 19500 Ideas to Innovations learning 24
  • 78. UNDERGRADUATES... ENGR 19500 Ideas to Innovations learning 24
  • 79. FEMINIST SERVICE? learning engagement 25
  • 80. FEMINIST SERVICE? Think (on your own) How do you share what you learned learning with people less privileged than you? engagement 25
  • 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. 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. SERVICE Gender and STEM Research Symposium discovery engagement 26
  • 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. 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. SERVICE learning engagement 27
  • 87. SERVICE Online learning engagement 27
  • 88. SERVICE Online learning engagement 27
  • 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
  • 91. LOOKING BACK discovery learning engagement 28
  • 92. LOOKING BACK Gender in JEE ASK WIETY ADVANCE discovery learning engagement 28
  • 93. LOOKING BACK Gender in JEE ASK WIETY ADVANCE discovery learning engagement 28
  • 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. 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. 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
  • 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

Editor's Notes

  1. Good morning! Know it’s early, appreciate you all coming out to hear my talk. Want to thank the Society of Women Engineers for inviting me here today Once upon a time, was the Graduate Affairs chair, got bimonthly coffeeshop gatherings together
  2. I know it’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.
  3. So a quick introduction
  4. So a quick introduction
  5. So a quick introduction
  6. So a quick introduction
  7. So a quick introduction
  8. I thought I’d give you one perspective on doing feminist engineering - my path for the last 3 years. Faculty work can be thought of as research, teaching, service Purdue - discovery, learning, engagement Arguments about how they balance each other, or don’t -->
  9. Store those over there
  10. But first let’s deal with this word “feminist”. Who thinks it’s like the F-word? Who identifies as a feminist? Who avoids being identified as a feminist?
  11. So we’re going to take this head on.
  12. So we’re going to take this head on.
  13. So we’re going to take this head on.
  14. LOTS of definitions. Even groups of people who identify as feminists don’t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... We have these projects
  15. LOTS of definitions. Even groups of people who identify as feminists don’t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... We have these projects
  16. LOTS of definitions. Even groups of people who identify as feminists don’t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... We have these projects
  17. LOTS of definitions. Even groups of people who identify as feminists don’t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... We have these projects
  18. LOTS of definitions. Even groups of people who identify as feminists don’t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... We have these projects
  19. LOTS of definitions. Even groups of people who identify as feminists don’t agree always. But a key aspect is the idea of gender and the idea of change. So our definition... We have these projects
  20. Want to mention that we also can look at gender and engineering in different relationships - gender IN engineering - not going to talk about that much today gendering engineering - making engineering gendered - and engineering gender - making gender itself - talk more about how it is a complicated and complex construct.
  21. Want to mention that we also can look at gender and engineering in different relationships - gender IN engineering - not going to talk about that much today gendering engineering - making engineering gendered - and engineering gender - making gender itself - talk more about how it is a complicated and complex construct.
  22. Want to mention that we also can look at gender and engineering in different relationships - gender IN engineering - not going to talk about that much today gendering engineering - making engineering gendered - and engineering gender - making gender itself - talk more about how it is a complicated and complex construct.
  23. Want to mention that we also can look at gender and engineering in different relationships - gender IN engineering - not going to talk about that much today gendering engineering - making engineering gendered - and engineering gender - making gender itself - talk more about how it is a complicated and complex construct.
  24. Want to mention that we also can look at gender and engineering in different relationships - gender IN engineering - not going to talk about that much today gendering engineering - making engineering gendered - and engineering gender - making gender itself - talk more about how it is a complicated and complex construct.
  25. Want to mention that we also can look at gender and engineering in different relationships - gender IN engineering - not going to talk about that much today gendering engineering - making engineering gendered - and engineering gender - making gender itself - talk more about how it is a complicated and complex construct.
  26. Want to mention that we also can look at gender and engineering in different relationships - gender IN engineering - not going to talk about that much today gendering engineering - making engineering gendered - and engineering gender - making gender itself - talk more about how it is a complicated and complex construct.
  27. Mentioned “gendered” on last slide - our definition - so objects and institutions and policies can be gendered if the outcomes are experienced differently by people of different genders. NOTE I DIDN’T SAY WOMEN. You can also talk about things - objects, processes - being raced and classed. Note that it has nothing to do with intent - but instead, outcome.
  28. Mentioned “gendered” on last slide - our definition - so objects and institutions and policies can be gendered if the outcomes are experienced differently by people of different genders. NOTE I DIDN’T SAY WOMEN. You can also talk about things - objects, processes - being raced and classed. Note that it has nothing to do with intent - but instead, outcome.
  29. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  30. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  31. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  32. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  33. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  34. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  35. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  36. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  37. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  38. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  39. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  40. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  41. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  42. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  43. Take the hard one first. Feminist -- water slavery, as an example. Ranjani identifies as a third-wave transnational feminist - and sees this project aligned with that Another example: making world a more just place with less inequity of resources
  44. 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? Domain analysis - from applied anthropology Complex construct - talk about this a bit more
  45. 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? Domain analysis - from applied anthropology Complex construct - talk about this a bit more
  46. 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? Domain analysis - from applied anthropology Complex construct - talk about this a bit more
  47. 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? Domain analysis - from applied anthropology Complex construct - talk about this a bit more
  48. 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? Domain analysis - from applied anthropology Complex construct - talk about this a bit more
  49. 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? Domain analysis - from applied anthropology Complex construct - talk about this a bit more
  50. 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? Domain analysis - from applied anthropology Complex construct - talk about this a bit more
  51. 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? Domain analysis - from applied anthropology Complex construct - talk about this a bit more
  52. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  53. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  54. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  55. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  56. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  57. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  58. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  59. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  60. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  61. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  62. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  63. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  64. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  65. research behind each one of these statements - but engineering ed research has historically treated it on the simple side sociology, communications, history, women’s studies - complex side
  66. Remember this? It’s come back in this study. Example: argument that assistant professors at research institutions have to learn to say “no” to service obligations, as they can get sucked in to doing too much service. Interesting to note that * women and people of colour talk about the need to give back to people who come after them. * committees want to be seen as inclusive, so ask women and people of colour to serve. Result: women and people of colour are confronted with having to say “no” more often. Maybe don’t. Maybe do more service.
  67. Remember this? It’s come back in this study. Example: argument that assistant professors at research institutions have to learn to say “no” to service obligations, as they can get sucked in to doing too much service. Interesting to note that * women and people of colour talk about the need to give back to people who come after them. * committees want to be seen as inclusive, so ask women and people of colour to serve. Result: women and people of colour are confronted with having to say “no” more often. Maybe don’t. Maybe do more service.
  68. Remember this? It’s come back in this study. Example: argument that assistant professors at research institutions have to learn to say “no” to service obligations, as they can get sucked in to doing too much service. Interesting to note that * women and people of colour talk about the need to give back to people who come after them. * committees want to be seen as inclusive, so ask women and people of colour to serve. Result: women and people of colour are confronted with having to say “no” more often. Maybe don’t. Maybe do more service.
  69. Process of research is not linear -- are at different points with different projects, based on their methods and
  70. Gender in this classroom -- in terms of our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women our content what is the history of women’s technical education? Much different from that of men’s in the US. talk about the history of gender in engineering education As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? our pedagogy: sharing of power in learning the content through discussion and debate, our assessment: in choice on how they complete open assignments Feminist part -- shared power
  71. Gender in this classroom -- in terms of our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women our content what is the history of women’s technical education? Much different from that of men’s in the US. talk about the history of gender in engineering education As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? our pedagogy: sharing of power in learning the content through discussion and debate, our assessment: in choice on how they complete open assignments Feminist part -- shared power
  72. Gender in this classroom -- in terms of our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women our content what is the history of women’s technical education? Much different from that of men’s in the US. talk about the history of gender in engineering education As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? our pedagogy: sharing of power in learning the content through discussion and debate, our assessment: in choice on how they complete open assignments Feminist part -- shared power
  73. Gender in this classroom -- in terms of our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women our content what is the history of women’s technical education? Much different from that of men’s in the US. talk about the history of gender in engineering education As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? our pedagogy: sharing of power in learning the content through discussion and debate, our assessment: in choice on how they complete open assignments Feminist part -- shared power
  74. Gender in this classroom -- in terms of our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women our content what is the history of women’s technical education? Much different from that of men’s in the US. talk about the history of gender in engineering education As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? our pedagogy: sharing of power in learning the content through discussion and debate, our assessment: in choice on how they complete open assignments Feminist part -- shared power
  75. Gender in this classroom -- in terms of our participants - 25 women in our grad program, 15 men; Faculty 12 men, 10 women our content what is the history of women’s technical education? Much different from that of men’s in the US. talk about the history of gender in engineering education As gender is a fundamental way we organize society, how has it impacted/been impacted by engineering? our pedagogy: sharing of power in learning the content through discussion and debate, our assessment: in choice on how they complete open assignments Feminist part -- shared power
  76. Result of some of their collaborations -- group projects to make a youtube video about what is engineering education?
  77. Other class is quite different -- 120 first year engineering students. Different expectations from the students, and of myself - more orientation and support 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? setting expectations of how to behave in a classroom collaborative, active! work in teams of 4 in class team projects - game design, user-centered design for designing eating utensil
  78. Other class is quite different -- 120 first year engineering students. Different expectations from the students, and of myself - more orientation and support 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? setting expectations of how to behave in a classroom collaborative, active! work in teams of 4 in class team projects - game design, user-centered design for designing eating utensil
  79. Other class is quite different -- 120 first year engineering students. Different expectations from the students, and of myself - more orientation and support 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? setting expectations of how to behave in a classroom collaborative, active! work in teams of 4 in class team projects - game design, user-centered design for designing eating utensil
  80. Other class is quite different -- 120 first year engineering students. Different expectations from the students, and of myself - more orientation and support 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? setting expectations of how to behave in a classroom collaborative, active! work in teams of 4 in class team projects - game design, user-centered design for designing eating utensil
  81. Other class is quite different -- 120 first year engineering students. Different expectations from the students, and of myself - more orientation and support 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? setting expectations of how to behave in a classroom collaborative, active! work in teams of 4 in class team projects - game design, user-centered design for designing eating utensil
  82. What might feminist service be?
  83. What might feminist service be?
  84. What might feminist service be?
  85. 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 Constructive, not competitive To learn from each other rather than show what you know To contribute where you can
  86. 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 Constructive, not competitive To learn from each other rather than show what you know To contribute where you can
  87. 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 Constructive, not competitive To learn from each other rather than show what you know To contribute where you can
  88. 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
  89. 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
  90. 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
  91. 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
  92. 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
  93. 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
  94. 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
  95. 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
  96. 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
  97. 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
  98. 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