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Courtney Faber, Ph.D., is an Assistant Professor of Engineering Education at the University at Buffalo (UB). Prior to joining UB in August of 2023, she was a Research Associate Professor and Senior Lecturer in Engineering Fundamentals at the University of Tennessee, Knoxville. She was also the Director of the Fundamentals of Engineering and Computing Teaching in Higher Education Certificate Program. Her research focuses on empowering engineering education scholars to be more effective at impacting transformational change in engineering and developing educational experiences that consider epistemic thinking. She develops and uses innovative research methods that allow for deep investigations of constructs such as epistemic thinking, identity, and agency. Dr. Faber has a B.S. in Bioengineering and a Ph.D. in Engineering and Science Education from Clemson University and a M.S. in Biomedical Engineering from Cornell University. Among other awards for her research, she was awarded a National Science Foundation CAREER Award in 2022 to study epistemic negotiations on interdisciplinary engineering education research teams.

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I'm a Postdoc in Dr. Faber's ENLITE Lab, adjunct in the Graduate School of Education, and contribute to the several other research teams both within and outside of UB. Before earning my PhD in Higher Education, I worked in administrative positions within student and academic affairs for about 15 years. My research centers on understanding and disrupting the ways in which socially constructed identities like race and gender allow for the reproduction of social inequality. I aim to explore how majority groups either challenge or uphold hegemonic environments in which majority populations accumulate power that harms students underrepresented in STEM, broadly, and engineering, specifically.

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Lorna Treffert is a 3rd year Ph.D. candidate in the Department of Engineering Education at SUNY Buffalo. She holds both a BS and MS in Industrial and Systems Engineering. Her research interests include studying power dynamics within engineering research teams, and facilitating diversity and inclusion within engineering education.

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Maurison is currently pursuing a Ph.D. in Engineering Education and an M.Sc. in Industrial Engineering (Human Factors). He holds a B.Eng. in Petroleum Engineering and has over six years of experience teaching high school science and mathematics. He previously served as Head of Sciences at Shalom Science and Tech Academy, Enugu, Nigeria. His research focuses on engineering problem solving, epistemic thinking, and AI literacy and competency.

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Aaron is a fourth-year undergraduate student at the University at Buffalo working towards his Bachelor's of Science in Electrical Engineering. He has assisted in several qualitative research projects during his time at the university. Aaron also serves as a student ambassador of justice, equity, diversity, and inclusion for the School of Engineering and Applied Sciences.

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Isabel is a second year Ph.D. student in the Wallace H. Coulter Department of Biomedical Engineering at the Georgia Institute of Technology and Emory University. She has conducted several mixed-methods and qualitative research projects centered around diversity and inclusion in engineering and is passionate about engineering education.

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Dr. Evangeline Su (she/her) is currently on the staff at the Wisconsin Center for Education Research at the University of Wisconsin – Madison. From 2019 to present, Evangeline has facilitated W.K.Kellogg Foundation Truth Racial Healing Transformation racial healing groups, Inclusive Science Technology Engineering and Math (STEM) Teaching Project (ISTP) affinity groups and learning groups and Asian American Pacific Islander Desi American (APIDA) staff affinity groups for an ERG. Evangeline previously held positions at Northwestern University working with student-athletes and undergraduates who are novices to research, teaching chemistry, entering research, and entering mentoring courses/workshops, facilitating discussions for STEM Circuits, advising the Association for Undergraduate Women in STEM, facilitating sessions on bystander intervention, while helping students to understand and unpack the hidden curriculum of how to navigate R1 universities.

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