Dr. Stephanie Farrell, Principal Investigator (2015 – present)
Stephanie Farrell is a Professor of Chemical Engineering at Rowan University and was the 2014-2015 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland). Stephanie has been awarded National Science Foundation grants to promote student understanding of engineering concepts, develop novel pedagogy and instructional materials, and to increase the participation and success of underserved minorities (LIFG and LGBTQ) in STEM. Stephanie has been recognized nationally and internationally for contributions to engineering pedagogy and faculty development. In 2012 she was awarded Honoris Causa in Engineering Education from the Internationale Gesellschaft für Inginieurpädagogik (IGIP). She has been honored by the American Society of Engineering Education (ASEE) with several teaching awards including the National Outstanding Teaching Medal. Stephanie has facilitated workshops around the world and led a Virtual Community of Practice to support the adoption of research-based instructional approaches.
Dr. Erin Cech, Co-Principal Investigator (2015 – 2017)
Erin Cech is an Assistant Professor in the Department of Sociology at Rice University. Before coming to Rice in 2012, Cech was a postdoctoral fellow at Stanford’s Clayman Institute for Gender Research. She received a Ph.D. in Sociology from the University of California, San Diego and B.S. degrees in Electrical Engineering and Sociology from Montana State University. Cech’s research seeks to identify cultural mechanisms of inequality reproduction, particularly cultural beliefs and practices (e.g. scientific excellence, self-expression, the meritocratic ideology) that are popularly valorized as objective but serve as powerful forces reproducing inequality. Cech investigates these mechanisms in three substantive areas: (1) inequality in science, technology, engineering and math (STEM) professions, (2) cultures of work, and (3) popular understandings of inequality. Her work on STEM has examined inequality for women, LGBT individuals, and racial/ethnic minorities in both higher education and the workforce. Cech’s research has appeared in the American Journal of Sociology, American Sociological Review, Social Forces, and Social Problems.
Dr. Rocío C. Chavela Guerra, Co-Principal Investigator (2015 – present)
Rocío Chavela is Director of Education and Career Development at the American Society for Engineering Education (ASEE). In her role at ASEE she oversees a portfolio of externally funded projects to provide professional development opportunities for engineering faculty, and to convene expert groups to address current challenges in engineering education; additionally, she serves as staff liaison to ASEE’s Diversity Committee. Rocío holds a Ph.D. in Engineering Education from Purdue University, a B.S. and a M.S. in Chemical Engineering from Universidad de las Americas, Puebla (UDLAP) in Mexico. Prior to joining ASEE, she served as faculty at UDLAP, and Graduate Fellow at the National Academy of Engineering’s Center for the Advancement of Engineering Education. Rocío’s current efforts focus on engineering faculty and graduate student development, with particular emphasis on the adoption of evidence-based instructional practices.
Dr. Adrienne R. Minerick, Co-Principal Investigator (2015 – 2017)
Adrienne R. Minerick is Associate Dean for Research and Innovation in the College of Engineering and a Professor of Chemical Engineering at Michigan Technological University. She directs the Medical microDevice Engineering Research Laboratory (M.D. – ERL) and has been active in new faculty and chemical engineering educational pedagogy as well as women in engineering and LGBTQ trainings. She presently serves as the American Society for Engineering Education’s Professional Interest Council I Chair and VP PICs on the ASEE Board of Directors, and is the chair of ASEE’s Diversity Committee.
Dr. Tom Waidzunas, Co-Principal Investigator (2015 – 2017)
Tom Waidzunas is an assistant professor in the sociology department at Temple University. His interests are in the areas of sociology of sexualities, social movements, and science and technology studies. He has written on the social dimensions of epistemological issues including physiological testing of sexual orientation and statistical measurement of gay youth suicide. His forthcoming book The Straight Line: How the Fringe Science of Ex-Gay Therapy Reoriented Sexuality (University of Minnesota Press). examines the consequences, for science as well as public policy, of relegating ex-gay therapies to the scientific fringe. He is currently working on research projects examining the workplace experiences and organizing strategies of LGBT persons in science and engineering professions, applying expertise in qualitative methodical approaches.
Dr. Christian Matheis
Christian Matheis is a visiting assistant professor of Government and International Affairs in the School of Public and International Affairs at Virginia Tech. He specializes in ethics, political philosophy, and philosophy of liberation with concentrations in feminism, race, indigeneity, and global justice. His recent research focuses on philosophical conceptions of solidarity in liberatory movements, problems of recognition and identity politics in models of social justice, moral criteria for regulating how state administrative agencies treat refugees, critiques of immigration and border policies, and the aesthetics of race. Christian has over twelve years of experience training facilitators and community organizers, including specializations in communication, organizational diversity, grassroots policy advocacy and, lobbying. Among his broader activities he includes anti-poverty advocacy, advocacy for trans*gender rights, and as a trainer with the Safe Zone program at Virginia Tech.
Masayuki L. Sugie, M.A.
Masayuki Sugie is a training specialist with the AmeriCorps National Civilian Community Corps, primarily working on issues related to service-learning, educational delivery methods, and program evaluation. His education includes a B.S. in Chemical Engineering (Option in Microelectronics Processing and Materials Science), as well as an M.A. in Applied Ethics. His thesis, titled Toward a More Ethical Engineering: Four Habits of Highly Ethical Engineering Practice (2009), examined current and potential frameworks for ethical decision-making processes among engineering communities. His prior experience includes work in the education sector of Peace Corps Dominican Republic, where he focused on computer lab maintenance, computer literacy, and adult literacy. Additionally, he has a decade of experience in human relations facilitation, both as a facilitator and a facilitator trainer, as well as broad experience and involvement in LGBTQQIA student services and advocacy, civic engagement, and national service programs.