Diversity and Inclusion Work

Welcoming, supportive environments have always been necessary for me to succeed in engineering. Negative environments that I've been in, especially when unintentionally created through carelessness of leaders, have almost knocked me out of engineering multiple times. I believe the same need is true for all students I work with, especially those with diverse backgrounds - inclusive practices make it so that everyone wants to come in to lab, and can be excited about what we're doing together. I work hard in all that I do to make my lab, my department, and my field as supportive as possible.

I actively try to recruit under-represented researchers to my teams. Some statistics about my students below. Statistics on peoples' lives come with many problems: these folks are more than their checklists of identities, and I have not recruited anyone specifically to boost these numbers. But, I do believe this does more good than harm - it lets y'all know that we're including lots of people, and that diverse prospective students will be welcome on my team.

My research teams, specifically folks whom I have supervised directly, have had the following demographics:

Women:  Overall: 9/21 (42%), Graduate Students: 4/12 (33%), Undergraduate Researchers: 5/9 (55%)
Under-represented minority students: Overall: 2/21 (9%), Graduate Students: 1/12,  Undergraduate Researchers: 1/9
Students with disabilities: (data in progress)

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Other diversity and inclusion work that I've done:

I recently worked with the American Society of Mechanical Engineers (ASME) Diversity and Inclusion Strategic Committee to revise a handful of diversity statements relating to inclusion of transgender engineers and engineers with disabilities. ASME's policies P-4.1, P-4.14, P-15.9, and P-15.11 now specifically protect for gender identity and expression. More importantly, I wrote in language protecting access to facilities for transgender conference attendees (restrooms) and for attendees with disabilities into ASME's Diversity and Inclusion statement, P-15.11. We're working on getting contract guidelines into ASME's conference planning team for ensuring access.

I volunteered as the Graduate Peer Ambassador for the Mechanical Engineering Department at UC Berkeley during the 2014-2015 school year, as part of our Diversity and Inclusion program.

I was the chair for the chapter handbook project with oSTEM Incorporated (Out in Science, Technology, Engineering, and Mathematics) from 2012-2014. oSTEM is a national organization committed to supporting LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Queer) students in the STEM fields. Our team put together the current version of the National oSTEM Chapter Handbook.

With oSTEM, I've put to practice my experience in leadership through workshops and seminars. I co-presented the workshop "Topics in Queer Student Leadership: Assessment, Transitions, and Goal-Driven Planning" with Adam Stoffel at both the National Gay and Lesbian Task Force Creating Change Conference 2013 and the Midwest Bisexual, Gay, Lesbian, Transgender, and Allies College Conference 2013. I also hosted the workshop "Fabulous Facilitation Frameworks for LGBTQ College Students" at the 2014 oSTEM National Conference.

At my undergraduate institution, the University of Maryland College Park, I co-founded and was the first president of our oSTEM chapter, oSTEM @ Maryland. I helped organize our LGBTQ student groups into a collaborative body, the Queer Council, which led cross-programming between groups and helped advocate for the queer community to university staff and management.
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