BioE Seminars

Ph.D., P.E., F.ASCE,

Associate Dean for Accreditation, Assessment, and Strategic Initiatives, George R. Brown School of Engineering, Rice University

 

Abstract:

Engineers are charged with devising solutions to a myriad of societal challenges. These challenges are not one-size-fits-all, and neither are their optimal solutions. To best serve society, we must educate, graduate, and employ engineers from diverse backgrounds and engage them in equitable and inclusive problem solving with, not just for, the communities we serve. Though there have been tremendous investments of time, funding, and other resources toward “broadening participation,” there has not been a lot of movement in the fractions of historically underrepresented racial and ethnic minorities – Black and African Americans most notably – graduating with engineering degrees and entering the STEM workforce or graduate programs. Communities have experienced a wide range of inequitable outcomes as a result of a lack of intentionality relative to justice, equity, diversity, and inclusion (JEDI) in engineering education, research, and practice. With examples from her research and leadership roles, Dr. Pearson will present perspectives on identifying the roots of inequities in engineering education and employing intentional strategies for eliminating them modeled after the engineering design process.