Engineering Ableism: The Exclusion and Devaluation of Engineering Students and Professionals with Physical Disabilities and Chronic and Mental Illness
The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing.
Using workplace thriving theory to investigate first-year engineering students' abilities to thrive during the transition to online learning due to COVID-19
During the onset of the COVID-19 crisis, universities rapidly pivoted to online formats and were often unable to adhere to the best practices of online learning highlighted in prior literature. It is well documented that a variety of barriers impeded "normal" educational practices.
Introduction to the special themed section on engineering education and the COVID-19 pandemic
Teamwork facilitation and conflict resolution training in a HyFlex course during the COVID-19 pandemic
We evaluated the effect of three teaching strategies to facilitate teamwork in a systems analysis and design course during the COVID-19 pandemic: (1) offering a HyFlex version of the course, (2) facilitating scheduled online teamwork sessions for all students, and (3) providing conflict resolution training to help teams overcome collaboration challenges.
LGBTQ Inequality in Engineering Education
Researchers over the last three decades have documented processes of gender and racial/ethnic inequality in engineering education, but little is known about other axes of difference, including the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons in engineering. Despite growing interest in LGBTQ inequality generally, prior research has yet to systematically document day-to-day experiences of inequality in engineering along LGBTQ status.
