Retention and Workforce Preparation of Diverse Engineers
Interdisciplinary Areas: | Power, Energy, and the Environment |
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Project Description
Society needs engineers to address climate change, green and sustainable energy, etc., and research indicates that women as well as Black, Latinx, and Indigenous scholars are more likely to address these topics in their careers. However, these groups are grossly underrepresented in engineering; for example, Black women comprise 6.4% of the U.S. population, 1.2% of the engineering undergraduate enrollment, and only 0.72% of engineering industry. This project will examine supports and barriers for diverse learners in engineering education and their development to pursue academic and industrial careers focused energy production. The postdoctoral scholar will be affiliated with the Center for the Innovative and Strategic Transformation of Alkane Resources, a NSF Engineering Research Center focused on developing new energy resources from shale and natural gas to reduce greenhouse gases. This interdisciplinary center engages five academic institutions and industrial partners. The research will use longitudinal national surveys of organizational supports, psychological factors, and career attitudes along with interviews for a comprehensive understanding of ways to develop a diverse workforce prepared to address the emerging challenges in the energy sector. The results will provide particular ways in which diverse learners successfully pursue energy-related careers and highlight specific interventions for effective recruitment and retention.
Start Date
08/2021
Postdoc Qualifications
Strength in statistical analysis, especially using R
Excellent oral and written communication skills
Initiative, creativity, and flexibility
Ability to work both independently and as part of a multidisciplinary team
Strong prior experience leading publication of academic manuscripts
Experience in or a desire to learn qualitative and quantitative analyses with human-subjects research
Co-Advisors
Allison Godwin, godwina@purdue.edu, School of Engineering Education, https://engineering.purdue.edu/STRIDE
Jeff Miller, jeffrey-t-miller@purdue.edu, Davidson School of Chemical Engineering, https://engineering.purdue.edu/ChE/people/ptProfile?resource_id=77539
References
Shealy, T., Klotz, L., Godwin, A., Hazari, Z., Potvin, G., Barclay, N., & Cribbs, J. (2019). High school experiences and climate change beliefs of first year college students in the United States. Environmental Education Research, 25(6), 925-935.
Fouad, N. A., Singh, R., Fitzpatrick, M. E., & Liu, J. P. (2011). Stemming the tide: Why women leave engineering. University of Wisconsin-Milwaukee, Final report from NSF Award, 827553.
Klotz, L., Potvin, G., Godwin, A., Cribbs, J., Hazari, Z., & Barclay, N. (2014). Sustainability as a route to broadening participation in engineering. Journal of Engineering Education, 103(1), 137-153.
Ross, M., Huff, J., & Godwin, A. Resilient engineering identity development critical to prolonged engagement of black women in engineering. Journal of Engineering Education. (In Press).
Cole, J., & Godwin, A., & Marques Melo, J., & Rohde, J. A. (2020, June), Work in Progress: A Delphi Study of Skills and Competencies for the Hydrocarbon Industry. In proceedings American Society for Engineering Education Annual Conference & Exposition, Virtual Online . https://peer.asee.org/35593