For the high-flex option, register in advance. You will receive a confirmation email containing information about joining the meeting.

Abstract 
Given the number of historical injustices and systemic inequities that persist in the engineering landscape, it is important for the field to engage in thoughtful dialogue about underrepresentation and the necessity for inclusive methodologies in engineering practices. In this talk, we will think deeply about the relationship between settler colonialism and engineering education and will consider how Indigenous perspectives offer important insight into our work as scholars. By highlighting practices such as storytelling, community engagement, relationality, and giving back, I will present a more humane, and justice centered approach to research, engagement and teaching in the engineering education space. 

Bio 
Dr. Stephanie Masta is a member of the Sault Ste. Marie tribe of Chippewa Indians, and is also an Associate Professor in Curriculum Studies. Much of her research focuses on the experiences of Brown and Black individuals in K-20 educational environments, with particular interest in Indigenous peoples and their relationships to academic spaces. Stephanie’s work is also invested in uncovering the intersections of colonialism and race within the academy. Her research is narrative-based, and she uses both Indigenous methodologies and critical race/decolonial theories in her work. She has published in journals such as Anthropology & Education Quarterly, the International Journal of Qualitative Studies in Education, the Journal of Philosophy and Theory in Higher Education, and Teaching in Higher Education. In 2023, Dr. Masta was the recipient of the School of Engineering Education Award for Excellence in Mentoring. 

Citations for articles 
Dickerson, D., Masta, S., Pawley, A., & Ohland, M. (2024). Is Carla grumpy? Analysis of peer evaluations to explore marginalizing behaviors in engineering student teams. Journal of Engineering Education, 113(3), 603-634. 

Masta, S. (2022). Theory-to-practice: Researching Indigenous education in the United States. International Journal of Multicultural Education, 24(1), 1-15. 

Masta, S. (2021). Classroom counterspaces: Centering Brown and Black students in doctoral education. Teaching in Higher Education, 26(3), 354-369. 

Citations for grants 
Alfred P. Sloan Foundation, The History of Indigenous Scholars in AERA and ASEE 

Spencer Foundation, Connecting Identity and Place: Understanding Indigenous Graduate Student Experiences in STEM 

National Science Foundation, I-MATTER: Identifying Marginalization and Allying Tendencies to Transform Engineering Relationships