The TRIPLE Change Framework: Merging Theories of Intersectional Power, Learning, and Change to Enable Just, Equitable, Diverse, and Inclusive Engineering Education
References
- Acker, J. (2006). Inequality regimes: Gender, class, and race in organizations. Gender & Society, 20(4), 441–464. DOI: 10.1177/0891243206289499
- Adams, R., Evangelou, D., English, L. D., Dias de Figueiredo, A., Mousoulides, N. G., Pawley, A., Schifellite, C., Stevens, R., Svinicki, M., & Martin Trenor, J. (2011). Multiple perspectives on engaging future engineers. Journal of Engineering Education, 100(1), 48–88. DOI: 10.1002/j.2168-9830.2011.tb00004.x
- Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education. Review of Educational Research, 82(1), 90–126. DOI: 10.3102/0034654312438409
- Anzaldúa, G. (1987). Borderlands/La frontera: The new mestiza. Aunt Lute Books.
- Anzaldúa, G., & Moraga, C. (1981). This bridge called my back: Writings by radical women of color. Persephone Press.
- Armstrong, M. A., & Jovanovic, J. (2015). Starting at the crossroads: Intersectional approaches to institutionally supporting underrepresented minority women STEM faculty. Journal of Women and Minorities in Science and Engineering, 21(2), 141–157. DOI: 10.1615/JWomenMinorScienEng.2015011275
- Austin, A. E. (2011). Promoting evidence-based change in undergraduate science education. National Academies.
https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_072578.pdf - Avraamidou, L. (2021). Identities in/out of physics and the politics of recognition. Journal of Research in Science Teaching, 59(1), 58–94. DOI: 10.1002/tea.21721
- Bang, M., & Vossoughi, S. (2016). Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction, 34(3), 173–193. DOI: 10.1080/07370008.2016.1181879
- Beddoes, K. (2014). Methodology discourses as boundary work in the construction of engineering education. Social Studies of Science, 44(2), 293–312. DOI: 10.1177/0306312713510431
- Berger, E., Wirtz, E., Goldenstein, A., Morrison, E., & Briody, E. (2018). Grassroots teams for academic departments: a new way to understand culture and change. 2018 IEEE Frontiers in Education Conference, 1–8. DOI: 10.1109/FIE.2018.8658745
- Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22. DOI: 10.1111/j.1741-5446.2006.00241.x
- Bonilla-Silva, E. (2013). The last shall be first: Best books in the race field since 2000. Contemporary Sociology, 42(1), 31–40. DOI: 10.1177/0094306112468718a
- Borrego, M. (2007). Development of engineering education as a rigorous discipline: A study of the publication patterns of four coalitions. Journal of Engineering Education, 96(1), 5–18. DOI: 10.1002/j.2168-9830.2007.tb00911.x
- Borrego, M., Froyd, J. E., & Hall, T. S. (2010). Diffusion of engineering education innovations: A survey of awareness and adoption rates in US engineering departments. Journal of Engineering Education, 99(3), 185–207. DOI: 10.1002/j.2168-9830.2010.tb01056.x
- Borrego, M., & Henderson, C. (2014). Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education, 103(2), 220–252. DOI: 10.1002/jee.20040
- Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Expanded edition. National Academy Press.
https://www.nap.edu/read/9853 - Bredo, E. (2012).
Philosophies of educational research . In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 3–31). Routledge. - Cabrera, N. L., Franklin, J. D., & Watson, J. S. (2017). Whiteness in higher education: The invisible missing link in diversity and racial analyses. (Vol. 42). John Wiley & Sons. DOI: 10.1002/aehe.20116
- Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. DOI: 10.1037/0033-2909.132.3.354
- Cho, S., Crenshaw, K. W., & McCall, L. (2013). Toward a field of intersectionality studies: Theory, applications, and praxis. Signs: Journal of Women in Culture and Society, 38(4), 785–810. DOI: 10.1086/669608
- Collins, P. H. (2009).
Foreword: Emerging intersections—Building knowledge and transforming institutions . In B. T. Dill & R. E. Zambrana (Eds.), Emerging intersections: Race, class, and gender in theory, policy, and practice (pp. vii–xiv). Rutgers University Press. DOI: 10.36019/9780813546513 - Collins, P. H., & Bilge, S. (2020). Intersectionality. John Wiley & Sons.
https://www.wiley.com/en-us/Intersectionality%2C+2nd+Edition-p-9781509539673 - Cooper, K. M., Gin, L. E., Akeeh, B., Clark, C. E., Hunter, J. S., Roderick, T. B., Elliott, D. B., Gutierrez, L. A., Mello, R. M., & Pfeiffer, L. D. (2019). Factors that predict life sciences student persistence in undergraduate research experiences. PLoS ONE, 14(8),
e0220186 : 0220181-0220130. DOI: 10.1371/journal.pone.0220186 - Coward, H. R., Ailes, C. P., & Bardon, R. (2000). Progress of the Engineering Education Coalitions (NSF 00–116). National Science Foundation.
https://www.nsf.gov/pubs/2000/nsf00116/nsf00116.txt - Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 139–167.
https://heinonline.org/HOL/LandingPage?handle=hein.journals/uchclf1989&div=10&id=&page= - Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. DOI: 10.1002/ir.395
- Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (1995). Critical race theory: The key writings that formed the movement. The New Press.
https://thenewpress.com/books/critical-race-theory - Cross, K. J. (2020a). Black education in the US: Telling/understanding Chavone’s story with integrity and strength. Studies in Engineering Education, 1(1), 74–77. DOI: 10.21061/see.63
- Cross, K. J. (2020b). Racism is the manifestation of White supremacy and antiracism is the answer. Journal of Engineering Education, 109(4), 625–628. DOI: 10.1002/jee.20362
- Crotty, M. J. (1998). The foundations of social research: Meaning and perspective in the research process. Routledge. DOI: 10.4324/9781003115700
- Crowley, C., McAdam, M., Cunningham, J. A., & Hilliard, R. (2018). Community of practice: A flexible construct for understanding SME networking roles in the Irish artisan cheese sector. Journal of Rural Studies, 64, 50–62. DOI: 10.1016/j.jrurstud.2018.08.014
- Davis, S. C., Chen, Y., Svihla, V., Wilson-Fetrow, M., Kang, S. P., Datye, A. K., Chi, E. Y., & Han, S. M. (2021). Pandemic pivots show sustained faculty change. 2021 ASEE Annual Conference & Exposition, 1–15.
https://peer.asee.org/37557 - Davis, S. C., Kellam, N., Svihla, V., Sundaram, B. V., & Halkiyo, J. B. (2021). Powerful change attends to power relations. 2021 ASEE Annual Conference & Exposition, 1–6.
https://peer.asee.org/37590 - Del Savio, L., Cavaliere, G., & Mameli, M. (2019). Migration and cooperative infrastructures. Philosophy & Technology, 32(3), 425–444. DOI: 10.1007/s13347-018-0305-7
- Delaney, P. F., Verkoeijen, P. P. J. L., & Spirgel, A. (2010). Spacing and testing effects: A deeply critical, lengthy, and at times discursive review of the literature. Psychology of Learning and Motivation, 53, 63–147. DOI: 10.1016/S0079-7421(10)53003-2
- Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction. New York University Press.
https://nyupress.org/9781479802760/critical-race-theory-third-edition/ . DOI: 10.2307/j.ctt1ggjjn3 - Dempster, F. N. (1988). The spacing effect: A case study in the failure to apply the results of psychological research. American Psychologist, 43, 627–634. DOI: 10.1037/0003-066X.43.8.627
- Dempster, F. N. (1989). Spacing effects and their implications for theory and practice. Educational Psychology Review, 1(4), 309–330. DOI: 10.1007/BF01320097
- DeVito, M. A., Walker, A. M., & Fernandez, J. R. (2021). Values (mis)alignment: Exploring tensions between platform and LGBTQ+ community design values. 2021 ACM on Human-Computer Interaction, 5, 1–27. DOI: 10.1145/3449162
- Dewachter, S., Holvoet, N., & Van Aelst, K. (2018). How does water information flow? Intersectionality in water information networks in a rural Ugandan community. Water International, 43(5), 553–569. DOI: 10.1080/02508060.2018.1495047
- Diggs, G. A., Garrison-Wade, D. F., Estrada, D., & Galindo, R. (2009). Smiling faces and colored spaces: The experiences of faculty of color pursing tenure in the academy. The Urban Review, 41(4), 312–333. DOI: 10.1007/s11256-008-0113-y
- Dillard, C. B. (2000). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership. International Journal of Qualitative Studies in Education, 13(6), 661–681. DOI: 10.1080/09518390050211565
- Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84(5), 795–805. DOI: 10.1037/0021-9010.84.5.795
- Dore, I. (2009). Foucault on power. UMKC Law Review, 78, 737.
https://heinonline.org/HOL/LandingPage?handle=hein.journals/umkc78&div=28&id=&page= . DOI: 10.1089/blr.2009.9879 - Dowd, A. C., & Bensimon, E. M. (2015). Engaging the “race question”: Accountability and equity in US higher education. Teachers College Press.
https://www.tcpress.com/engaging-the-race-question-9780807756096 - Eastman, M. G., Miles, M. L., & Yerrick, R. (2019). Exploring the white and male culture: Investigating individual perspectives of equity and privilege in engineering education. Journal of Engineering Education, 108(4), 459–480. DOI: 10.1002/jee.20290
- Ely, R. J., & Thomas, D. A. (2020). Getting serious about diversity. Harvard Business Review, 98(6), 114–122.
- Esmonde, I., & Booker, A. N. (2016). Power and privilege in the learning sciences: Critical and sociocultural theories of learning. Taylor & Francis.
https://www.routledge.com/Power-and-Privilege-in-the-Learning-Sciences-Critical-and-Sociocultural/Esmonde-Booker/p/book/9781138922631 . DOI: 10.4324/9781315685762 - Esmonde, I., Brodie, K., Dookie, L., & Takeuchi, M. A. (2009). Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom. Journal of Urban Mathematics Education 2(2), 18–45. DOI: 10.21423/jume-v2i2a46
- Esnard, T., Descartes, C., Evans, S., & Joseph, K. (2017). Framing our professional Identity: Experiences of emerging Caribbean academics. Social and Economic Studies, 66(3/4), 123–150.
https://www.jstor.org/stable/44732920 - Fairweather, J. (2008). Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education. Board of Science Education, National Research Council, The National Academies.
http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_072637.pdf - Falci, C. D., & Watanabe, M. (2020). Network marginalization of women in the workplace: A case in academia. Journal of Women and Minorities in Science and Engineering, 26(2), 155–175. DOI: 10.1615/JWomenMinorScienEng.2020029186
- Felder, R. M., & Brent, R. (2003). Designing and teaching courses to satisfy the ABET engineering criteria. Journal of Engineering Education, 92(1), 7–25. DOI: 10.1002/j.2168-9830.2003.tb00734.x
- Finelli, C. J., Daly, S. R., & Richardson, K. M. (2014). Bridging the research-to-practice gap: Designing an institutional change plan using local evidence. Journal of Engineering Education, 103(2), 331–361. DOI: 10.1002/jee.20042
- Finelli, C. J., & Froyd, J. E. (2019). Improving student learning in undergraduate engineering education by improving teaching and assessment. Advances in Engineering Education, 7(2), 1–30.
https://advances.asee.org/wp-content/uploads/vol07/issue02/papers/AEE-issue-24-EAGER-Cindy-Jeff.pdf - Foertsch, J., Millar, S. B., Squire, L., & Gunter, R. (1997). Persuading professors: A study of the dissemination of educational reform in research institutions. LEAD Center.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.531.7265&rep=rep1&type=pdf - Fortenberry, N. L. (2006). An extensive agenda for engineering education research. Journal of Engineering Education, 95(1), 3–5. DOI: 10.1002/j.2168-9830.2006.tb00872.x
- Foucault, M. (1978). The history of sexuality: Volume I: An introduction (R. Hurley, Trans.). Pantheon Books.
- Foucault, M. (1979). Discipline and punish: The birth of the prison. Vintage Books.
- Fracchiolla, C., Prefontaine, B., & Hinko, K. (2020). Community of practice approach for understanding identity development within informal physics programs. Physical Review Physics Education Research, 16(2), 020115: 020111-020129. DOI: 10.1103/PhysRevPhysEducRes.16.020115
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. DOI: 10.1073/pnas.1319030111
- Gehrke, S., & Kezar, A. (2017). The roles of STEM faculty communities of practice in institutional and departmental reform in higher education. American Educational Research Journal, 54(5), 803–833. DOI: 10.3102/0002831217706736
- Goedhart, N. S., Zuiderent-Jerak, T., Woudstra, J., Broerse, J. E., Betten, A. W., & Dedding, C. (2021). Persistent inequitable design and implementation of patient portals for users at the margins. Journal of the American Medical Informatics Association, 28(2), 276–283. DOI: 10.1093/jamia/ocaa273
- Goodley, D., Lawthom, R., Liddiard, K., & Runswick-Cole-Cole, K. (2020). The desire for new humanisms. Journal of Disability Studies in Education, 1(1–2), 125–144. DOI: 10.1163/25888803-00101003
- Gore, J. (2003).
What we can do for you! What can “we” do for “you”?: Struggling over empowerment in critical and feminist pedagogy . In E. Luke & J. Gore (Eds.), The critical pedagogy reader (pp. 331–348). Routledge. - Gotanda, N. (1991). A critique of “Our constitution is color-blind.” Stanford Law Review, 44(1), 1–68. DOI: 10.2307/1228940
- Gusa, D. L. (2010). White institutional presence: The impact of Whiteness on campus climate. Harvard Educational Review, 80(4), 464–490. DOI: 10.17763/haer.80.4.p5j483825u110002
- Gutiérrez, K. D., & Jurow, A. S. (2016). Social design experiments: Toward equity by design. Journal of the Learning Sciences, 25(4), 565–598. DOI: 10.1080/10508406.2016.1204548
- Haeger, H., White, C., Martinez, S., & Velasquez, S. (2021). Creating more inclusive research environments for undergraduates. Journal of the Scholarship of Teaching and Learning, 21(1), 320–360. DOI: 10.14434/josotl.v21i1.30101
- Hamad, R. (2020). White tears/Brown scars: How white feminism betrays women of colour. Hachette UK.
https://www.hachette.co.uk/titles/ruby-hamad/white-tears-brown-scars/9781398703117/ . DOI: 10.2307/jj.1744983 - Harris, J. C., & Patton, L. D. (2019). Un/doing intersectionality through higher education research. The Journal of Higher Education, 90(3), 347–372. DOI: 10.1080/00221546.2018.1536936
- Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984. DOI: 10.1002/tea.20439
- Herman, G. L., Hahn, L. D., & West, M. (2016). Sustaining innovation in engineering education through faculty communities. 2016 ASEE Annual Conference & Exposition. DOI: 10.18260/p.25993
- Holly, J
Jr. . (2020). Disentangling engineering education research’s anti-Blackness. Journal of Engineering Education, 109(4), 629–635. DOI: 10.1002/jee.20364 - Hull, S., Stevens, R., & Cobb, J. (2020). Masks are the new condoms: Health communication, intersectionality and racial equity in COVID-times. Health Communication, 35(14), 1740–1742. DOI: 10.1080/10410236.2020.1838095
- Isler, J. C., Berryman, N. V., Harriot, A., Vilfranc, C. L., Carrington, L. J., & Lee, D. N. (2021). Defining the flow—Using an intersectional scientific methodology to construct a VanguardSTEM hyperspace. Genealogy, 5(1), 8: 1–29. DOI: 10.3390/genealogy5010008
- Jamieson, L. H., & Lohmann, J. R. (2009). Creating a culture for scholarly and systematic innovation in engineering education: Ensuring US engineering has the right people with the right talent for a global society. American Society for Engineering Education.
https://www.asee.org/member-resources/reports/CCSSIE/CCSSIEE_Phase1Report_June2009.pdf - Jamieson, L. H., & Lohmann, J. R. (2012). Innovation with impact: Creating a culture for scholarly and systematic innovation in engineering education. ASEE.
https://www.asee.org/publications/ASEE-Publications/ASEE-Reports/Innovation-with-Impact - Janiszewski, C., Noel, H., & Sawyer, A. G. (2003). A meta-analysis of the spacing effect in verbal learning: Implications for research on advertising repetition and consumer memory. Journal of Consumer Research, 30(1), 138–149. DOI: 10.1086/374692
- Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85. DOI: 10.1007/BF02300500
- Jurow, A. S., & Shea, M. (2015). Learning in equity-oriented scale-making projects. Journal of the Learning Sciences, 24(2), 286–307. DOI: 10.1080/10508406.2015.1004677
- Kane, H., & Boan, C. (2005).
A review and critique of multicultural learning styles . In C. Frisby & C. R. Reynolds (Eds.), Comprehensive handbook of multicultural school psychology (pp. 425–456). Wiley. - Kang, S. P., Chen, Y., Svihla, V., Gallup, A., Ferris, K., & Datye, A. K. (2022). Guiding change in higher education: An emergent, iterative application of Kotter’s change model. Studies in Higher Education, 47(2), 270–289. DOI: 10.1080/03075079.2020.1741540
- Kellam, N., & Jennings, M. (2021). Uncovering epistemologies and values of our qualitative engineering education research community: Listening for voices. Studies in Engineering Education, 2(1), 80–99. DOI: 10.21061/see.37
- Kellam, N., Svihla, V., & Davis, S. C. (2020). The POWER special session: Building awareness of power and privilege on intersectional teams. 2020 IEEE Frontiers in Education Conference, 1–2. DOI: 10.1109/FIE44824.2020.9274238
- Kellam, N., Svihla, V., Davis, S. C., Susan, S., & Desiderio, J. (2021). Using power, privilege, and intersectionality to understand, disrupt, and dismantle oppressive structures within academia: A design case. Proceedings of CoNECD: The Collaborative Network for Engineering and Computing Diversity, 1–25.
https://cms.jee.org/36136 - Kellam, N., Svihla, V., Pawley, A., Cross, K., & Riley, D. (2020). Using power, privilege, and intersectionality as lenses to understand our experiences and begin to disrupt and dismantle oppressive structures within academia. 2020 ASEE Annual Conference & Exposition.
- Kezar, A. (2001). Understanding and facilitating organizational change in the 21st century: Recent research and conceptualizations (Vol. 28). John Wiley & Sons.
https://www.academia.edu/download/3448385/organizational_change.pdf - Kezar, A., Gehrke, S., & Elrod, S. (2015). Implicit theories of change as a barrier to change on college campuses: An examination of STEM reform. The Review of Higher Education, 38(4), 479–506. DOI: 10.1353/rhe.2015.0026
- Klempin, S., & Karp, M. M. (2018). Leadership for transformative change: Lessons from technology-mediated reform in broad-access colleges. The Journal of Higher Education, 89(1), 81–105. DOI: 10.1080/00221546.2017.1341754
- Kornell, N., Castel, A., Eich, T., & Bjork, R. A. (2010). Spacing as the friend of both memory and induction in young and older adults. Psychology and Aging, 25(2), 498–503. DOI: 10.1037/a0017807
- Kotter, J. P., & Cohen, D. S. (2002). The heart of change: Real-life stories of how people change their organizations. Harvard Business Press.
- Kumar, N., Karusala, N., Ismail, A., & Tuli, A. (2020). Taking the long, holistic, and intersectional view to women’s wellbeing. ACM Transactions on Computer-Human Interaction, 27(4), 1–32. DOI: 10.1145/3397159
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. DOI: 10.1017/CBO9780511815355
- Li, L. C., Grimshaw, J. M., Nielsen, C., Judd, M., Coyte, P. C., & Graham, I. D. (2009). Evolution of Wenger’s concept of community of practice. Implementation Science, 4(11), 1–8. DOI: 10.1186/1748-5908-4-11
- Liccardo, S. (2018). A symbol of infinite (be) longing: Psychosocial rhythms of inclusion and exclusion at South African universities. South African Journal of Higher Education, 32(3), 12–29. DOI: 10.20853/32-3-2575
- Liccardo, S., & Bradbury, J. (2017). Black women scientists: Outliers in South African universities. African Journal of Research in Mathematics, Science and Technology Education, 21(3), 282–292. DOI: 10.1080/18117295.2017.1371980
- Long, L. L.,
III (2020). Toward an antiracist engineering classroom for 2020 and beyond: A starter kit. Journal of Engineering Education, 109(4), 636–639. DOI: 10.1002/jee.20363 - López, N. (2016). Want equity? Consider establishing a statewide race, gender, class data policy consortium for social justice inquiry, research, policy and social justice praxis. Race, Gender & Class, 23(1–2), 132–149.
https://www.jstor.org/stable/26529194 - Macaluso, R., Amaro-Jiménez, C., Patterson, O. K., Martinez-Cosio, M., Veerabathina, N., Clark, K., & Luken-Sutton, J. (2020). Engaging faculty in student success: The promise of active learning in STEM faculty in professional development. College Teaching, 69(2), 113–119. DOI: 10.1080/87567555.2020.1837063
- Maxwell, J. A. (2013). Qualitative research design. Sage Publications
https://us.sagepub.com/en-us/nam/qualitative-research-design/book234502 - McGee, E. O. (2020). Interrogating structural racism in STEM higher education. Educational Researcher, 49(9), 633–644. DOI: 10.3102/0013189X20972718
- Mejia, J., Revelo, R., Villanueva, I., & Mejia, J. (2018). Critical theoretical frameworks in engineering education: An anti-deficit and liberative approach. Education Sciences, 8(4), 158: 151–113. DOI: 10.3390/educsci8040158
- Mestre, J. P., Cheville, A., & Herman, G. L. (2018). Promoting DBER-cognitive psychology collaborations in STEM Education. Journal of Engineering Education, 107(1), 5–10. DOI: 10.1002/jee.20188
- Miller, A. L. (2020). Disabled girls of color excavate exclusionary literacy practices and generate promising sociospatial-textual solutions. International Journal of Qualitative Studies in Education, 36(2), 247–270. DOI: 10.1080/09518398.2020.1828649
- Miller, K. L., Cruz, A. R., & Ala’i-Rosales, S. (2019). Inherent tensions and possibilities: Behavior analysis and cultural responsiveness. Behavior and Social Issues, 28(1), 16–36. DOI: 10.1007/s42822-019-00010-1
- Moulton, C.-A. E., Dubrowski, A., MacRae, H., Graham, B., Grober, E., & Reznick, R. (2006). Teaching surgical skills: what kind of practice makes perfect?: A randomized, controlled trial. Annals of surgery, 244(3), 400–409. DOI: 10.1097/01.sla.0000234808.85789.6a
- National Academies of Sciences Engineering and Medicine. (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways. National Academies Press. DOI: 10.17226/21739
- National Academy of Science, National Academy of Engineering, & Institute of Medicine. (2011). Expanding underrepresented minority participation: America’s science and technology talent at the crossroads. National Academies Press. DOI: 10.17226/12984
- National Research Council. (Ed.) (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. The National Academies Press.
http://www.nap.edu/openbook.php?record_id=13362 - National Science Foundation. (2014). IUSE/Professional Formation of Engineers: Revolutionizing Engineering Departments (RED) Program Solicitation (14–602). Retrieved April 5, 2021 from
https://www.nsf.gov/pubs/2014/nsf14602/nsf14602.htm - National Science Foundation. (2019). IUSE/professional formation of engineers: Revolutionizing engineering departments (RED) program solicitation (19–614).
https://www.nsf.gov/pubs/2019/nsf19614/nsf19614.pdf - National Science Foundation, & National Center for Science and Engineering Statistics. (2021). NSF 21–321: Women, minorities, and persons with disabilities in science and engineering.
https://ncses.nsf.gov/pubs/nsf21321 - Nichols, S., & Stahl, G. (2019). Intersectionality in higher education research: a systematic literature review. Higher Education Research & Development, 38(6), 1255–1268. DOI: 10.1080/07294360.2019.1638348
- Núñez, A.-M. (2014).
Advancing an intersectionality framework in higher education: Power and Latino postsecondary opportunity . In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 33–92). Springer. DOI: 10.1007/978-94-017-8005-6 - Oppland-Cordell, S. B. (2014). Urban Latina/o undergraduate students’ negotiations of identities and participation in an emerging scholars calculus I workshop. Journal of Urban Mathematics Education, 7(1), 19–54. DOI: 10.21423/jume-v7i1a213
- Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. A. (2008). Learning Styles. Psychological Science in the Public Interest, 9(3), 105–119. DOI: 10.1111/j.1539-6053.2009.01038.x
- Pawley, A. L. (2019). Learning from small numbers: Studying ruling relations that gender and race the structure of US engineering education. Journal of Engineering Education, 108(1), 13–31. DOI: 10.1002/jee.20247
- Pham, J. H., & Philip, T. M. (2021). Shifting education reform towards anti-racist and intersectional visions of justice: A study of pedagogies of organizing by a teacher of Color. Journal of the Learning Sciences, 30(1), 27–51. DOI: 10.1080/10508406.2020.1768098
- Philip, T. M., Bang, M., & Jackson, K. (2018). Articulating the “how,” the “for what,” the “for whom,” and the “with whom” in concert: A call to broaden the benchmarks of our scholarship. Cognition and Instruction, 36(2), 83–88. DOI: 10.1080/07370008.2018.1413530
- Philip, T. M., & Gupta, A. (2020). Emerging perspectives on the co-construction of power and learning in the learning sciences, mathematics education, and science education. Review of Research in Education, 44(1), 195–217. DOI: 10.3102/0091732X20903309
- Philip, T. M., & Sengupta, P. (2021). Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing. Journal of the Learning Sciences, 30(2), 330–349. DOI: 10.1080/10508406.2020.1828089
- Pimmel, R., McKenna, A., Fortenberry, N. L., Yoder, B., & Guerra, R. C. C. (2013). Faculty development using virtual communities of practice. 2013 ASEE Annual Conference & Exposition. DOI: 10.18260/1-2--19608
- Posselt, J. R. (2020). Equity in science: Representation, culture, and the dynamics of change in graduate education. Stanford University Press. DOI: 10.1111/gwao.12131
- Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. DOI: 10.1002/j.2168-9830.2004.tb00809.x
- Quan, G. M., Corbo, J. C., Finkelstein, N. D., Pawlak, A., Falkenberg, K., Geanious, C., Ngai, C., Smith, C., Wise, S., & Pilgrim, M. E. (2019). Designing for institutional transformation: Six principles for department-level interventions. Physical Review Physics Education Research, 15(1), 010141: 010141–010122. DOI: 10.1103/PhysRevPhysEducRes.15.010141
- Quardokus Fisher, K., & Henderson, C. (2018). Department-level instructional change: comparing prescribed versus emergent strategies. CBE—Life Sciences Education, 17(4), 56: 51–15. DOI: 10.1187/cbe.17-02-0031
- Reinholz, D. L., White, I., & Andrews, T. (2021). Change theory in STEM higher education: A systematic review. International Journal of STEM Education, 8(1), 37: 31–22. DOI: 10.1186/s40594-021-00291-2
- The research agenda for the new discipline of engineering education. (2006). Journal of Engineering Education, 95(4), 259–261. DOI: 10.1002/j.2168-9830.2006.tb00900.x
- Riley, D. (2017). Rigor/Us: Building boundaries and disciplining diversity with standards of merit. Engineering Studies, 9(3), 249–265. DOI: 10.1080/19378629.2017.1408631
- Rodriguez, J. K., Holvino, E., Fletcher, J. K., & Nkomo, S. M. (2016). The theory and praxis of intersectionality in work and organisations: Where do we go from here? Gender, Work and Organization, 23(3), 201–222. DOI: 10.1177/1538192717739958
- Rodriguez, S., Cunningham, K., & Jordan, A. (2019). STEM identity development for Latinas: The role of self-and outside recognition. Journal of Hispanic Higher Education, 18(3), 254–272. DOI: 10.1177/1538192717739958
- Rogers, E. M. (2003). Diffusion of innovations. Simon and Schuster.
- Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 11, 164. DOI: 10.3389/fpsyg.2020.00164
- Roldan, W., Hui, J., & Gerber, E. M. (2018). University makerspaces: Opportunities to support equitable participation for women in engineering. International Journal of Engineering Education, 34(2), 751–768.
https://egerber.mech.northwestern.edu/files/2012/12/Gerber_UniversityMakerspaces-Opportunities-to-Support-Equitable-Participation-for-Women-in-Engineering.pdf - Roscigno, V. J. (2011). Power, revisited. Social forces, 90(2), 349–374. DOI: 10.1093/sf/sor034
- Ross, M., Capobianco, B. M., & Godwin, A. (2017). Repositioning race, gender, and role identity formation for Black women in engineering. Journal of Women and Minorities in Science and Engineering, 23(1), 37–52. DOI: 10.1615/JWomenMinorScienEng.2017016424
- Secules, S., Gupta, A., Elby, A., & Turpen, C. (2018). Zooming out from the struggling individual student: An account of the cultural construction of engineering ability in an undergraduate programming class. Journal of Engineering Education, 107(1), 56–86. DOI: 10.1002/jee.20191
- Secules, S., & Mejia, J. A. (2021). Contextualizing the past to guide the future: Situating three critical theoretical frameworks for educational culture. Studies in Engineering Education, 1(2), 156–171. DOI: 10.21061/see.51
- Sheppard, M. S., Kellam, N., & Carberry, A. R. (2018). Exploring pedagogical risk-taking of engineering faculty. 2018 IEEE Frontiers in Education Conference, 1–5. DOI: 10.1109/FIE.2018.8659136
- Sidorko, P. E. (2008). Transforming library and higher education support services: Can change models help? Library Management, 29(4/5), 307–318. DOI: 10.1108/01435120810869093
- Sinclair, J., & Aho, A.-M. (2018). Experts on super innovators: Understanding staff adoption of learning management systems. Higher Education Research & Development, 37(1), 158–172. DOI: 10.1080/07294360.2017.1342609
- Stahl, S. (1999). Different strokes for different folks? A critique of learning styles. American Educator, 23(3), 27–31.
https://eric.ed.gov/?id=EJ598437 - Staller, K. M. (2013). Epistemological boot camp: The politics of science and what every qualitative researcher needs to know to survive in the academy. Qualitative Social Work, 12(4), 395–413. DOI: 10.1177/1473325012450483
- Stewart, D. (2020). Twisted at the roots: The intransigence of inequality in US higher education. Change: The Magazine of Higher Learning, 52(2), 13–16. DOI: 10.1080/00091383.2020.1732753
- Streveler, R. A., & Smith, K. A. (2006). Conducting rigorous research in engineering education. Journal of Engineering Education, 95(2), 103–105. DOI: 10.1002/j.2168-9830.2006.tb00882.x
- Strong, A. C., Smith-Orr, C., Bodnar, C., Lee, W., McCave, E., & Faber, C. (2021). Early career faculty transitions: Negotiating legitimacy and seeking support in engineering education. Studies in Engineering Education, 1(1), 97–118. DOI: 10.21061/see.52
- Takeuchi, M. A. (2021). Geopolitical configuration of identities and learning: othering through the institutionalized categorization of “English Language Learners”. Cognition and Instruction, 39(1), 85–112. DOI: 10.1080/07370008.2020.1825438
- Terosky, A. L., O’Meara, K., & Campbell, C. M. (2014). Enabling possibility: Women associate professors’ sense of agency in career advancement. Journal of Diversity in Higher Education, 7(1), 58–76. DOI: 10.1037/a0035775
- The Combahee River Collective. (1997).
A Black feminist statement . In L. Nicholson (Ed.), The second wave: A reader in feminist theory (pp. 63–70). Routledge. - Toda, N. R., Song, J., & Nieh, J. C. (2009). Bumblebees exhibit the memory spacing effect. Naturwissenschaften, 96(10), 1185–1191. DOI: 10.1007/s00114-009-0582-1
- Turnbull, S., Cabral, C., Hay, A., & Lucas, P. J. (2020). Health equity in the effectiveness of web-based health interventions for the self-care of people with chronic health conditions: systematic review. Journal of Medical Internet Research, 22(6), e17849:17841–17821. DOI: 10.2196/17849
- Vossoughi, S., Jackson, A., Chen, S., Roldan, W., & Escudé, M. (2020). Embodied pathways and ethical trails: Studying learning in and through relational histories. Journal of the Learning Sciences, 29(2), 183–223. DOI: 10.1080/10508406.2019.1693380
- Waitoller, F., & Kozleski, E. (2015). No stone left unturned: Exploring the convergence of New Capitalism in inclusive education in the US. Education Policy Analysis Archives, 23(37), 1–33. DOI: 10.14507/epaa.v23.1779
- Wallin-Ruschman, J., Richey, C., Case, A., & Carns, K. (2020). Reflections and results from the intersections: Teaching and learning the praxis of intersectionality in the psychology classroom. Journal for Social Action in Counseling & Psychology, 12(1), 13–26. DOI: 10.33043/JSACP.12.1.13-26
- Walsh, Z., Böhme, J., Lavelle, B. D., & Wamsler, C. (2020). Transformative education: Towards a relational, justice-oriented approach to sustainability. International Journal of Sustainability in Higher Education, 21(7), 1587–1606. DOI: 10.1108/IJSHE-05-2020-0176
- Warner, R. P., Meerts-Brandsma, L., & Rose, J. (2020). Neoliberal ideologies in outdoor adventure education: Barriers to social justice and strategies for change. Journal of Park and Recreation Administration, 38(3), 77–92. DOI: 10.18666/JPRA-2019-9609
- Weber, M. (1946). From Max Weber: Essays in sociology. Oxford University Press.
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. DOI: 10.1017/CBO9780511803932
- Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.
- Wenger, E. C., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78(1), 139–146.
http://www.psycholosphere.com/Communities%20of%20Practice%20-%20the%20organizational%20frontier%20by%20Wenger.pdf - Wentworth, D. K., Behson, S. J., & Kelley, C. L. (2018). Implementing a new student evaluation of teaching system using the Kotter change model. Studies in Higher Education, 45(3), 511–523. DOI: 10.1080/03075079.2018.1544234
- Wilder, C. S. (2013). Ebony and ivy: Race, slavery, and the troubled history of America’s universities. Bloomsbury Publishing USA.
- Winfield, A. G. (2007). Eugenics and education in America: Institutionalized racism and the implications of history, ideology, and memory (Vol. 18). Peter Lang.
- Woodward, J., & Brown, C. (2006). Meeting the curricular needs of academically low-achieving students in middle grade mathematics. The Journal of Special Education, 40(3), 151–159. DOI: 10.1177/00224669060400030301
- Young, I. M. (2011). Justice and the politics of difference. Princeton University Press.
https://press.princeton.edu/books/paperback/9780691152622/justice-and-the-politics-of-difference
DOI: https://doi.org/10.21061/see.87 | Journal eISSN: 2690-5450
Language: English
Page range: 38 - 63
Submitted on: Nov 1, 2021
Accepted on: Jul 5, 2023
Published on: Sep 11, 2023
Published by: Virginia Tech Publishing
In partnership with: Paradigm Publishing Services
© 2023 Vanessa Svihla, Susannah C. Davis, Nadia N. Kellam, published by Virginia Tech Publishing
This work is licensed under the Creative Commons Attribution 4.0 License.