DateTopic
08/23/2021Kick-Off Meeting
08/31/2021Chapter 1 of Eagleton Ideology and discussion about the concept of ideology and what it might be used for.
09/06/2021Labor Day
09/13/2021Chapter 3 from Riley, D. (2008). Engineering and social justice. Synthesis Lectures on Engineers, Technology, and Society, 3(1), 1-152.
09/20/2021Dr. James Holly Jr. joined us to talk about his work! In preparation for this exciting guest visit, we will read a short JEE editorial that he authored and listen to two of his podcasts, which can be found on https://engineering.purdue.edu/ENE/Research/podcast.
09/27/2021Carlone, H. B., Haun‐Frank, J., & Webb, A. (2011). Assessing equity beyond knowledge‐and skills‐based outcomes: A comparative ethnography of two fourth‐grade reform‐based science classrooms. Journal of Research in Science Teaching, 48(5), 459-485.
10/04/2021Dr. Brian Dewsbury from STEM TI joined us to discuss his paper Deep teaching in a college STEM classroom and answer any general questions the group has for him about his research. Dewsbury, B. M. (2020). Deep teaching in a college STEM classroom. Cultural Studies of Science Education, 15(1), 169-191.
10/11/2021Tiana discussed the KFSCIS undergraduate teaching assistant program developed through their Center for Inclusive Computing grant. Interested one can check out this link! 
10/18/2021 Dr. Kristen Moore from the University of Buffalo visited us to discuss and answer any general questions the group has for her about her research. 
10/25/2021We read Dr. Secules’ in-progress journal manuscript and provided feedback during the meeting.
11/01/2021Abstract evaluation for all equity research group members and attendees planning to submit an abstract to ASEE 2022 during the meeting.
11/08/2021 Discussion on Exposure, training, and environment: Women’s participation in computing education in the United States and India (2009) by Roli Varma, particularly how the ideas in this paper relate to Nivedita’s and Tiana’s emergent research interests. Varma, R. (2009). Exposure, training, and environment: Women’s participation in computing education in the United states and India. Journal of Women and Minorities in Science and Engineering, 15(3).
11/15/2021Bailey led a discussion on the Introduction, Chapter 4, and Chapter 6 of Neoliberalism’s War on Higher Education by Henry Giroux. Giroux, H. A. (2014). Neoliberalism’s war on higher education. Haymarket Books.
11/22/2021

Discussion on the new Justice, Equity, Diversity, and Inclusion (JEDI) Ambassador Program that Dr. Secules, Andrew, and Bailey are piloting. The ambassadors are currently working on four student programming, K-12 outreach, and research projects, so the team plans to have ambassadors attend to tell the group all about them.

Brief description of the JEDI program: The JEDI ambassador program is a student-led initiative aimed at supporting student advocacy through an inclusive learning community that participates in research, outreach, and leadership development. JEDI ambassadors will represent all majors within the College of Engineering and Computing (CEC), as well as the diverse backgrounds that are reflective of our student body and the local community. This initiative takes a holistic approach to creating a culture of inclusion and addressing social justice needs within engineering and computing education for minoritized and underrepresented populations within engineering and computing. The focus of our programming will be on developing equity and inclusion-based research and student programming centered around engineering and computing education. JEDI ambassadors will develop their understanding of social justice, while honing their presentation skills and research abilities, and learn how to incorporate social justice, diversity, equity, and inclusion within engineering and computer science education. Mentorship from faculty within the School for Universal Computing, Construction, and Engineering Education (SUCCEED) and others that participate in equity-centered research will be integral to helping students cultivate their research skills and ground their projects in scholarly frameworks. However, all programming will be student-led and student-driven with the hope of cultivating an inclusive learning environment that promotes active student engagement.

11/29/2021Dr. Matilde Sánchez-Peña visited us to discuss and answer any general questions the group has for her about her research and recent works.