Equipping educators with tools to promote inclusion for latently diverse students

Title: Equipping educators with tools to promote inclusion for latently diverse students

When: June 25, 2021 2:00 PM (Eastern Time)

Facilitators: Dr. Allison Godwin, Brianna Benedict, Ronnie Clements, Dr. Heather Perkins, Jacki Rohde, Joana Marques Melo

Video Recording:

Resources: Slides


The history of look-a-like and think-a-like engineers means those who look or think like a “stereotypical engineer” may feel more welcome in engineering and may be why engineering has attracted and graduated similar students. This workshop considers the unique ways of being, thinking, and knowing—what we call latent diversity—that can be highlighted and valued. We will explore these through students’ narratives and engage educators in reflecting on ways to promote inclusion.

Learning Objectives

  1. Define and understand why latent diversity matters in engineering education
  2. Identify institutional structures that support and constrain students identity trajectories
  3. Create and implement “bitesize” strategies to promote inclusion in engineering education


Dr. Allison Godwin

Allison Godwin, Ph.D. is an Associate Professor of Engineering Education and of Chemical Engineering at Purdue University. She is also the Workforce Development Co-Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a National Science Foundation Engineering Research Center. Her research focuses on how  identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. 

LinkedIn: https://www.linkedin.com/in/allison-godwin-77309832

Brianna Benedict

Brianna Benedict is a Ph.D. Candidate in the School of Engineering Education at Purdue University. She earned her Bachelor’s and Master’s of Science in Industrial and Systems Engineering from North Carolina Agricultural and Technical State University. Her research focuses on understanding how hybrid spaces influence engineering students’ identity development, belonging, and agency in interdisciplinary engineering education. She leads the ASEE CDEI virtual workshop team focused on building a community of educators passionate about expanding their knowledge concerning diversity, equity, and inclusion in engineering education. Her most recent accomplishment was being recognized as one of seven AAC&U 2019 K. Patricia Cross Scholars based on her commitment to teaching and learning and civic engagement.

Ronnie Clements

H. Ronald Clements is a graduate research assistant in the STRIDE lab at Purdue University. His previous work has led to papers surrounding engineering identity formation, emotions in engineering, diversity, equity, and inclusion in STEM, and interactions between engineering students and faculty. His current research interests in engineering education include generating a deeper understanding of graduate-level researchers’ beliefs about knowledge, and the influence that personal epistemology has on research approach and methodological choice.

Dr. Heather Perkins

Heather Perkins is a recent graduate and post-doctoral researcher who has an enduring interest in identity, stereotypes, and statistics. She is currently part of the STRIDE lab at Purdue University. She earned her associate degree in communication design from Blue Ash College in 2009, her bachelor’s in psychology from the University of Cincinnati in 2013, and her Ph.D. from North Carolina State University in 2021.

Jacqueline Rohde

Jacqueline Rohde is a PhD candidate at Purdue University and is the recipient of an NSF Graduate Research Fellowship. Her research interests in engineering education include the development student identity and attitudes, with a specific focus on the pre-professional identities of engineering undergraduates who join non-industry occupations upon graduation.

Joana Marques Melo

Joana Marques Melo, Ph.D. is a Visiting Assistant Professor in Engineering Education at Purdue University. Her research focuses on understanding the impact of language and culture on the development of engineering identity. Prior to moving to the United States, she worked and studied in three different countries, which inspired her interest in learning how different cultures perceive engineering. Her research interests include quantitative methods for engineering education research, diversity in engineering education, and technical communication in STEM. Joana earned her Ph.D. in Architectural Engineering from Penn State University. She also earned her B.S. in Chemical Engineering from ISEP in Portugal and her master’s degree in Energy for Sustainable Development from UPC in Spain.

LinkedIn: https://www.linkedin.com/in/joanamelo/