# data[].attributes.headline
The Underrepresentation of Women in Engineering and Related Sciences: Pursuing Two Complementary Paths to Parity by Carol B. Muller -- Journal Article

# data[].attributes.subject
The Underrepresentation of Women in Engineering and Related Sciences: Pursuing Two Complementary Paths to Parity by Carol B. Muller -- Journal Article

# data[].attributes.body
This is a published article that discusses the underrepresentation of women in the engineering and science fields. The article examines the reasoning for the fields to be more predominantly male and suggestions to rectify and improve the diversity within the engineering field.

ACTIVITIES:

1. In groups of four, students can delve deeper into one of the seven recommendations provided and then create a presentation on how different suggestions could help improve the diversity or the quality of the research that is still occurring 20+ years later.

2. As this study was completed in 2003 by the founder and CEO of a company called MentorNet, students can see if the recommendations provided by the study were given follow through to help recruitment and retention of women in engineering.

3. Lastly, since we are on the campus of Cal Poly Pomona, in groups, students could also interview an Engineering professor to discuss any changes that they have seen regarding the gender representation within the last 10 to 20 years.

# data[].attributes.attachment_link.readable_text
Carol B. Muller, Founder and CEO, MentorNet

Despite some concerted attention and resources devoted to recruitment and retention of women in engineering over the last couple of decades, they are still woefully underrepresented in engineering and many related sciences. This underrepresentation is problematic from several perspectives: From the point of view of the U.S. science and engineering workforce, nearly half the potential talent for the technical workforce is missing. There is also cause for concern on the part of those seeking quality, talent, and creativity for the engineering and scientific disciplines and professions. And women themselves are missing out on opportunities to leverage learning and skills in interesting and rewarding careers, explore new fields, develop new knowledge, design new solutions, and benefit from the rewards of financial independence and economic equity.

DATA

When we consider why there are so few women in science and technology fields, it's important to consider a few facts. Women represent more than half the population and 46 percent of the U.S. workforce, but just 24 percent of those working in science and engineering combined and only 10 percent of the engineering workforce ( NSF, 2002). Since 1980, the percentage of women receiving bachelor's degrees in engineering has slowly increased from about 10 percent to nearly 20 percent. But in some of those years, the percentage remained flat, and in recent years, even when the percentage increased, the total numbers remained the same or decreased.

Those less engaged with developing the scientific and technical workforce may be lulled into complacency. Since the social changes of the women's movement and legislation removing barriers and addressing gender equity changed the landscape for women's opportunities 30 years ago, women have made considerable progress in participation in a variety of professional fields. National Science Foundation data put the percentage of women receiving bachelor's degrees in science and engineering combined at 50 percent of the total in 2000. At first glance, one would think equity had been achieved, but upon closer scrutiny one sees that the definition of "science" in this case includes social and behavioral sciences, including psychology (in which women represented 76 percent of bachelor's degree recipients in 2000) and other fields where women are overrepresented. In 2000, women earned about 20 percent of bachelor's degrees in engineering, 33 percent in mathematical and computer sciences, and 56 percent in biological and agricultural sciences.

Furthermore, the apparent "gains" in percentages are more reflective of the lower percentages of men entering these fields than increases in percentages of women: In 1980, 1.3 percent of women earning bachelor's degrees majored in engineering vs. 11.1 percent of men. In 2000, 1.7 percent of women earning bachelor's degrees majored in engineering vs. 8.8 percent of men. The numbers of women beginning majors in science and math are much smaller than those for men, but once in these fields, women's attrition is not appreciably different from men's ( Campbell et al., 2002), except at highly selective institutions ( Strenta, 1993). Attrition and differential retention for women may still be a concern, however, since we would expect even stronger retention among women than among men, given their higher average academic performance ( Seymour and Hewitt, 1997).

The gap in participation of minority groups is not as large as the gender gap ( Campbell et al., 2002), but race and ethnicity are also key factors in understanding the full spectrum of women's participation in science and engineering. While the gender gap in preparation for higher education has closed, a gap in preparation persists for students of African-American, Hispanic, and Native American background compared with their white and Asian counterparts.

Most of the data reported, however, are not disaggregated by gender and race/ethnicity. Potentially even more problematic for educational equity is the lack of data on the relationship of socioeconomic status to entry and persistence in science and engineering education and workforce participation. The development of policy and practice to ameliorate the underrepresentation of various kinds of students and, later, workforce participants, is impeded by these limitations of available data. Because of the strong correlation, it's often not at all clear when differences in preparation, for example, reflect differences in socioeconomic status and when they reflect institutional or individual racism.

The situation of women's considerable underrepresentation in science and engineering cries out for remedy, but remedy is complex. Dramatic gains have proven elusive over the last three decades even though overt barriers to women's participation in these fields have fallen.

EXAMINING EXPLANATIONS FOR GENDER DIFFERENCES

Differences in aptitude, achievement, or preparation do not appear to explain women's lower rates of participation in engineering and science. Some may assume that women leave scientific and technical fields of study because they find them too difficult. Yet the achievement gap in mathematics between boys and girls is less than 1 percent ( Campbell et al., 2002), and research suggests that women switching out of science and engineering majors in college have higher GPAs in these fields than do men who stay in such majors ( Seymour and Hewitt, 1997; Adelman, 1998). Girls and boys appear to be taking math and science classes in high school at about the same levels.

The remaining area of gender difference as students prepare to enter college appears to be interest, with girls even less interested than boys in pursuing engineering and science in college and beyond. Women, to a somewhat greater extent than men, are apt to choose fields of study they believe will contribute to the social good, and engineering and related sciences are not widely perceived as professions making such contributions. Though examples abound of discoveries, inventions, and solid engineering work and scientific research that contribute to the health and welfare of people all over the planet, to environmental protection and improved quality of life, the links between this work and engineering and science are not obvious to those outside these fields, and the perception remains.

Lack of interest or misperceptions on the part of students are not the responsibility or domain of any one institution or system. They are prompted by a social fabric that pervades our society, represented not only within our educational systems but also in homes, within families, and in popular culture, which, by and large, stereotypes engineering and scientific fields as "geeky" and particularly inappropriate for girls and women. Targeted programs frequently attract only a portion of the students who could benefit from them, due to stigmas attached to participation, including peer backlash and harassment of those who participate.

We should be cautious about overemphasizing gender differences in seeking explanations and remedies for women's underrepresentation in science and engineering. Men and women are more alike than they are different. Women, like men, are not monolithic in nature; they choose to pursue or leave certain fields of study or employment for a wide variety of reasons. As a result, there won't be a "one size fits all" solution to increasing women's participation in scientific and technical fields, and many of the same strategies that work to encourage men's participation will encourage women's, and vice versa.

At the same time, we need to recognize that societal beliefs, attitudes, and behaviors still lead to differential perceptions of and expectations for women (see, for example, Valian, 1998). Expectations, in turn, strongly influence learning and behaviors ( Steele, 1999). Mitigating differential expectations through deliberate encouragement of women, provision of mentoring, role models, internships and scholarships, and related strategies can be helpful.

Good educational practice, focused on improving the learning of all students without a particular focus on gender, frequently results in greater gender parity. Similarly, when special effort is put into understanding the causes and providing remedies for women's underrepresentation (e.g., through examination of institutional policies and practices, faculty development, or providing a stronger community of support), the resulting changes often benefit all students.

LESSONS LEARNED: STRATEGIES FOR CHANGE

Solutions to increase participation of women in science and engineering often initially focus on the problem of how to persuade more girls and women to enter and remain in these fields. These interventions have been characterized as efforts that focus on a "deficit" model, in which it is assumed that these individuals lack something-ability, experience, interest, inspiration, motivation-that they need in order to succeed. In this model, attention is paid to mitigating that deficit, typically by providing programs-summer camps, internships, remedial courses, special study groups, mentoring programs, social opportunities, seminars, evening programs, etc.

Program evaluation suggests that well-designed intervention programs can definitely make a difference in increasing the numbers of women in science and engineering, at least for some portion of the population in some environments. But even on college campuses with long-standing, comprehensive programs focused on women in engineering and/or science, the representation of women does not rise to parity. Some have criticized this approach for its development of "Band-aid" efforts that address symptoms rather than tackling the roots of the problem.

In the last decade, juxtaposed to the program intervention approach, many have suggested that we should instead address what needs to be changed in these fields, disciplines, and institutions so that more girls and women will be attracted to them. Within this framework, greater attention is paid to institutional and "systemic" features of the fields of study, modes of instruction, organizational policies, cultural practices, and structural elements that may impede women's full participation and success. Under consideration in this model, for example, are admissions policies, teaching practices, faculty rewards and incentives, faculty development, grading, testing, and other forms of assessment, curricular structure, and program and degree requirements. The appeal of this approach is strong. In theory at least, systemic change will address root causes and solve the problems so that they will not recur and will not need recurring treatment. It's also a bold, transformative approach with appeal to change agents who recognize and appreciate the serious limitations of program intervention.

At the same time, however, systemic change requires long-term investment to create measurable shifts in values, beliefs, attitudes, and behaviors, as well as structural changes in complex, interconnected organizations, professions, and practices. These changes are frequently challenging, complex, and time consuming, particularly if a comprehensive shift is desired, with measurable impact on the participation of currently underrepresented groups. There is a need to address interrelated systems and organizations in ways that are not under the control of any one single group of change agents.

Making a distinction between these two approaches is not always easy, and valuing one over the other is not altogether helpful either. We need to focus on changing systems, practices, and institutions, not on "fixing" the individuals who aren't choosing engineering and scientific fields, but support programs should not be tossed out even as we focus on critical systemic change. An analogy to consider is the treatment of disease: There are diseases for which the cause and cure are still unknown, but while research scientists are investigating the cause and cure, we don't withhold treatment to ameliorate the symptoms of the disease, improve quality of life, and extend life. Similarly, as we pursue systemic change, it is important to continue to measure the effects of good intervention programs and to offer as widely as possible those that are effective.

Programs that support and encourage individual girls and women, helping them to understand and thrive even within current flawed systems and organizational structures, are valuable. Such programs may also seed the process of longer-term shifts in institutional practices and culture. For example, in situations where men who are professional engineers and scientists serve as mentors to women students, they may learn more about the barriers women face in ways that lead to changes in their own beliefs, attitudes, and behaviors. In another example, faculty sponsoring research internships may have their erroneous assumptions about women students' abilities or other stereotypes dispelled.

There are already many strong programs in place, innovative as well as "tried and true," local, regional, and national, that help spark interest among young women; help to mentor students and emerging professionals at every level; provide "hands on" opportunities to explore the fun, challenge, and excitement of engineering and science; and offer role models and communities of support. Too often, however, these programs exist at the margins of our institutions, short on infrastructure for sustainability and scalability, the first to be cut when budgets are tight, vulnerable to leadership burnout or personnel changes. Leadership is needed to recognize the importance of this work, bring it into the mainstream of everyday educational practice, and create more ways to institutionalize, replicate, and scale effective efforts. Often, resources are needed to provide appropriate infrastructure for organizations or programs to ensure their sustainability, stability, and growth.

Too, the endless appetite of funding agencies, the media, and creative individuals who develop programs for the "new new thing" in programs for women and girls in engineering and science, may contribute to an overinvestment in "startups" at the expense of sustaining high-performing but more seasoned operations.

LESSONS LEARNED FROM MENTORNET

Mentoring is a frequently employed strategy for retention of women in engineering and science. The power of mentoring is sometimes poorly understood, and mentoring is not always effectively practiced ( Zachary, 2000). At its weakest, mentoring is viewed as a somewhat offhand strategy to address deficits, providing some needed encouragement and advising of weaker and less confident students. Once in college, women are somewhat more likely than men to doubt their ability to succeed in scientific and technical fields, yet lack of confidence frequently influences women's decisions to persist in studies or postgraduate opportunities in these fields ( Seymour and Hewitt, 1997). Mentoring appears to be a strategy that helps increase women's confidence in their abilities ( MentorNet, 2002).

At its strongest, however, mentoring is understood as a powerful learning process, which assures the intergenerational transfer of knowledge and "know-how" on an ongoing basis throughout one's life ( Clutterbuck, 2001; Zachary, 2000). Mentoring helps make explicit the tacit knowledge of a discipline and its professional culture. Whether or not such individuals are labeled "mentors," nearly everyone has one or more mentors in the form of more experienced guides and advisers as they grow and develop as individuals and professionals.

Both protégés and mentors learn from mentoring relationships ( Zachary, 2000). Well-deployed mentoring can be highly effective in supporting systemic change and in creating positive, productive, equitable learning environments ( Clutterbuck, 2001). When mentoring is understood as a serious and powerful learning process, complete with the need to establish learning objectives, measures, and discipline to achieve results, its potential can be realized ( Zachary, 2000). Policymakers, funders, and program developers, however, need to understand better the elements of effective mentoring and to consider how best to construct mentoring experiences that can be valuable and powerful in their transformation of individuals and organizations.

MentorNet was specifically designed to take advantage of newly emerging widespread use of Internet technologies to create mentoring opportunities where they couldn't previously exist due to constraints of time and geography. It was also designed to leverage technology in support of scale of programs that can otherwise be very time consuming to manage well. Research-based program design, continuous improvement and feedback loops, and clever adaptation of technology-supported solutions have enabled an electronic mentoring program linking students with professionals in industry that is both scalable and cost-effective.

SUMMARY OF RECOMMENDATIONS

Disaggregate data by sex, ethnicity, and socioeconomic status to ensure that program and change design will be influenced by data appropriate for all within the targeted population.

Measure the effects of intervention programs, and offer those that are effective as widely as possible.

Bring effective programs into the mainstream of everyday educational practice, and create more ways to institutionalize, replicate, and scale these efforts.

Invest in infrastructure for effective programs to ensure sustainability, stability, and growth, creating high-performance organizations.

Invest in both treatment (support under current systems) and cure (systemic change).

Use research and practice to inform the development of effective mentoring programs for specific learning objectives for individuals and to support systemic change, measuring results against objectives.

Explore ways in which technology can support scale and achieve efficiencies.

REFERENCES

1. Adelman C. Women and Men of the Engineering Path: A Model for Analyses of Undergraduate Careers. U.S. Department of Education, The National Institute for Science Education; Washington, DC: 1998.

2. Campbell P, Jolly E, Hoey L, Perlman L. Upping the Numbers: Using Research-Based Decision Making to Increase Diversity in the Quantitative Disciplines. 2002 A report commissioned by the GE Fund.

3. Clutterbuck D. London: CIPD Publishing; 2001. Everyone Needs a Mentor. Chartered Institute of Personnel and Development.

4. National Science Foundation. Science and Engineering Indicators 2002, Chapter 3: Science and Engineering Workforce-Women and Minorities in S&E. http://www​.nsf.gov/sbe/srs/seind02/

5. Seymour E, Hewitt N. Talking About Leaving: Why Undergraduates Leave the Sciences. Westview Press; Boulder, CO: 1997.

6. Strenta C. Choosing and Leaving Science in Highly Selective Institutions: General Factors and the Question of Gender. Alfred P. Sloan Foundation; New York, NY: 1993.

7. Valian V. Why So Slow? The Advancement of Women. MIT Press; Cambridge, MA: 1998.

8. Zachary L. The Mentor's Guide. Jossey-Bass Inc.; San Francisco, CA: 2000.

1

MentorNet ( www​.MentorNet.net), the e-mentoring network for women in engineering and science, is a nonprofit organization. MentorNet's mission is to further women's progress in scientific and technical fields through a dynamic, technology-supported mentoring program and to advance women and society by developing a diversified, expanded, and talented workforce. The vision is threefold: to establish excellence in large-scale e-mentoring, to create the e-community of choice for women in engineering and science through online mentoring and networking, and to leverage that community for positive social change.

MentorNet leverages technology to build large-scale impact for women and positive social change, on a scale which has increased over its five year history. During 2001-02, more than 3,000 undergraduate and graduate women studying engineering and related sciences at more than 100 colleges and universities across the U.S., and in several other nations, were matched in structured, one-on-one, email-based mentoring relationships with male and female scientific and technical professionals working in industry and government.

# data[].attributes.attachment_link.title
The Underrepresentation of Women in Engineering and Related Sciences: Pursuing Two Complementary Paths to Parity

# data[].attributes.attachment_link.description
Carol B. Muller, Founder and CEO, MentorNet11MentorNet (www.MentorNet.net), the e-mentoring network for women in engineering and science, is a nonprofit organization. MentorNet's mission is to further women's progress in scientific and technical fields through a dynamic, technology-supported mentoring program and to advance women and society by developing a diversified, expanded, and talented workforce.

# data[].attributes.headline
Famous Black Engineers Throughout History by Kate Kershner

# data[].attributes.subject
Famous Black Engineers Throughout History by Kate Kershner

# data[].attributes.body
The is provides a list of 10 famous black engineers throughout history to show the contribution of their work.

ACTIVITY:

1. I would have students create a timeline of important engineering projects and inventions that have helped the engineering field or impacted American history.

2. I would have students begin to theorize what life would have looked like if a specific engineer or product was not provided. I would want students to identify how this subtraction would affect the field and history as we know it. As this is all theoretical, I would want students to justify their reasoning by using evidence and examples. The purpose of this activity is to show how important innovation and development is to engineering and technology. The impact of missing one invention is crucial to life as we know it.

# data[].attributes.attachment_link.title
Famous Black Engineers Throughout History

# data[].attributes.attachment_link.description
You know the story: Lowly intern at huge company climbs the ladder to become its CEO. Or maybe you don't because it never really happens. But it did for one Ursula Burns. Meet her and nine other black engineers who have blazed an amazing trail.

# data[].attributes.headline
20 Historic Female Engineers Who Shaped Our World: Honoring Their Achievements on International Women’s Day

# data[].attributes.subject
20 Historic Female Engineers Who Shaped Our World: Honoring Their Achievements on International Women’s Day

# data[].attributes.body
This article highlights 20 female engineers who were pioneers of their field, but never got the credit or recognition as others in their fields. Dating back all the way from 1815, these women were way ahead of their time, and helped society become as developed as it is today.

Activity: Students will work with a partner to complete a deeper historical dive on one of the 20 engineers listed. If students are interested in selected a different engineer who was a leading expert for their time but got little to no recognition, they could also choose to do a report on that individual. Students will prepare a 5-minute presentation on their engineer and explain who they are, what they did, provide an explanation as to why and/or how they did not get the credit they deserved, and explain who got the credit instead (and why). I then want them to write a thank you letter for how their life (the student) has been impacted by the contribution the engineer made.

# data[].attributes.attachment_link.readable_text
International Women's Day is a time to celebrate the achievements of women throughout history and to reflect on the progress that has been made towards gender equality.

However, while many women have made significant contributions to the fields of science, technology, engineering, and mathematics ( STEM), their stories are often overlooked or forgotten.

Today we wanted like to shine a light on 20 historic female engineers whose groundbreaking work has helped to shape our world, but who are often not given the recognition they deserve. These women have paved the way for future generations of female engineers, and it is time for us to honour their achievements and remember their names.

Emily Roebling (1843-1903)

Emily Roebling was a remarkable engineer and the unsung hero behind the completion of the Brooklyn Bridge. After her husband, Washington Roebling, the chief engineer of the bridge, fell ill and was unable to continue working on the project, Emily stepped in to take over. She spent the next 11 years overseeing the construction of the bridge, including managing the finances, liaising with the workers and politicians, and even taking engineering courses to expand her knowledge.

Emily's hard work and determination paid off when the Brooklyn Bridge was finally completed in 1883, becoming a symbol of innovation and progress. Despite her vital role in the project, Emily's contribution was largely ignored by the media and society, and she remained largely unrecognized until recent years. Her legacy as a pioneering female engineer continues to inspire and empower women in STEM today.

Edith Clarke (1883-1959)

Edith Clarke was a trailblazing electrical engineer and inventor, best known for her invention of the Clarke calculator, a graphical device used to solve electrical engineering problems. Born in 1883 in Maryland, Clarke was the first woman to earn a degree in electrical engineering from the Massachusetts Institute of Technology (MIT) in 1919. She later went on to become the first female professor of electrical engineering at the University of Texas at Austin. Clarke's contributions to the field of electrical engineering were groundbreaking, particularly in the area of power system analysis. In addition to the Clarke calculator, she also developed the graphical analysis method, which allowed engineers to analyze complex electrical networks using diagrams rather than complicated equations. Clarke's innovative work helped to pave the way for modern electrical engineering, and will continue to inspire and empower those who follow in their footsteps.

Lillian Gilbreth (1878-1972)

Lillian Gilbreth was a pioneering industrial engineer and psychologist who is known for her groundbreaking work in the fields of human factors and efficiency in the workplace. Born in 1878 in California, Gilbreth earned a Ph.D. in psychology from Brown University in 1915.

She later became one of the first female professors of engineering at Purdue University. Gilbreth's most notable contributions to the field of industrial engineering were her studies on motion and time, which helped to improve workplace efficiency and productivity.

She is also credited with inventing several household devices, including the foot pedal trash can and the shelves inside refrigerator doors. Gilbreth was a champion for women's rights and worked to promote the inclusion of women in engineering and other male-dominated fields. She was the first woman elected to the National Academy of Engineering and received numerous awards throughout her career, including the Hoover Medal and the National Medal of Science. Gilbreth's legacy as a pioneering female engineer and advocate for women in STEM is a source of inspiration and empowerment that will continue to fuel progress and change in the world.

Martha Coston (1826-1904)

Martha Coston was an inventor and entrepreneur who is best known for her invention of the Coston flare, a signaling device used by the United States Navy. Born in 1826 in Maryland, Coston was widowed at a young age and left to support herself and her children. In 1859, she discovered a notebook that her late husband had left behind, containing sketches and notes for a signaling system using different colored flares. Coston took up the challenge of completing her husband's work, and spent the next 10 years refining the design and securing a patent for the Coston flare.

Her invention was quickly adopted by the US Navy and played a vital role in naval operations during the Civil War and beyond. Coston went on to build a successful business around her invention, and she was the first woman to receive a contract from the US government. Despite facing significant challenges as a female inventor in a male-dominated field, Coston persevered and her legacy as an innovative engineer continues to inspire women in STEM today.

Hedy Lamarr (1914-2000)

Hedy Lamarr was a Hollywood actress and inventor who made significant contributions to the field of wireless communication. Born in Austria in 1914, Lamarr became famous in the 1930s and 1940s for her acting roles in films such as "Algiers" and "Samson and Delilah." However, Lamarr was also an accomplished inventor and held several patents related to wireless communication. During World War II, Lamarr co-invented a frequency hopping spread spectrum system, which was designed to prevent radio-controlled torpedoes from being jammed by enemy signals.

Although the technology was not immediately implemented, it later served as a basis for modern Wi-Fi, Bluetooth, and GPS technologies. Despite her groundbreaking work, Lamarr's contributions to science and engineering were largely overlooked during her lifetime. It was only in the later years of her life that Lamarr began to receive recognition for her achievements, and she was posthumously inducted into the National Inventors Hall of Fame in 2014. Lamarr's legacy as a pioneering female inventor and advocate for women in STEM has left an enduring legacy of inspiration and empowerment that will continue to shape the world for years to come.

Margaret Hutchinson Rousseau (1867-1941)

Margaret Hutchinson Rousseau was a pioneering American chemical engineer, celebrated for her design of the first commercial penicillin production plant. Born on 27 October 1910 in Houston, Texas, Rousseau was the daughter of a clothing store owner. She achieved her Bachelor of Science degree from Rice Institute in 1932 and later earned her Doctor of Science degree in chemical engineering from MIT in 1937, becoming the first woman in the USA to receive a doctorate in the subject. Her doctoral thesis focused on "The effect of solute on the liquid film resistance in gas absorption."

In the professional realm, Rousseau began her career with E. B. Badger in Boston. During World War II, she played a pivotal role in overseeing the design of production plants for penicillin and synthetic rubber. Her innovative approach to the deep-tank fermentation of penicillium mold revolutionized the large-scale production of penicillin. Additionally, Rousseau contributed to the development of high-octane gasoline for aviation fuel and later worked on refining distillation column design and plants for the production of ethylene glycol and glacial acetic acid. During the construction of an ethylene glycol plant in Texas, a worker questioned her authority, only to be informed by the foreman that Rousseau was the mastermind behind the plant's design.

After a distinguished career, Rousseau retired in 1961 and later became an overseer of the Boston Symphony Orchestra.

In recognition of her groundbreaking contributions, Rousseau received numerous accolades. In 1945, she became the first woman to be accepted as a member of the American Institute of Chemical Engineers. A decade later, in 1955, she was honored with the Achievement Award of the Society of Women Engineers. In 1983, she was bestowed with the prestigious Founders Award of the AIChE, marking her as the first female recipient of the award.

Mary Walton (1846-1912)

Mary Walton was an inventor and environmental activist who made significant contributions to the field of noise reduction. Born in 1846 in New York City, Walton was concerned about the negative effects of noise pollution on public health and well-being. In 1881, she invented a system to reduce the noise pollution from elevated trains in New York City. Her invention, which involved suspending the tracks on rubber blocks and enclosing the wheels in sound-absorbing boxes, greatly reduced the noise levels and improved the quality of life for residents living near the tracks.

Walton's invention was later adopted by other cities around the world, and helped to pave the way for modern noise reduction technologies. Despite her groundbreaking work, Walton's contributions to science and engineering were largely overlooked during her lifetime. However, her legacy as a pioneering female inventor and environmentalist has blazed a trail of inspiration and empowerment for future generations to follow.

Beatrice Hicks (1919-1979)

Beatrice Hicks was a trailblazing engineer who made significant contributions to the fields of acoustics and industrial safety. Born in 1919 in California, Hicks was the first woman to earn a Ph.D. in physics from the University of California, Berkeley. She went on to become the first female engineer hired by the Western Electric Company, where she worked on the development of sonar systems during World War II.

Hicks later founded the Society of Women Engineers, an organization dedicated to promoting the inclusion of women in engineering and other male-dominated fields. Her most notable contributions to the field of engineering were in the area of industrial safety, where she developed new technologies to detect and prevent accidents in the workplace. Hicks was also a pioneer in the field of acoustics, and her work helped to improve the design and efficiency of sound systems in large buildings and public spaces.

Despite facing significant barriers as a female engineer in a male-dominated field, Hicks persevered and her legacy as a pioneering female engineer and advocate for women in STEM continues to serve as a role model, inspiring and empowering future generations to reach for the stars.

Elsie Eaves (1898-1983)

Elsie Eaves was a pioneering structural engineer who made significant contributions to the design and construction of large dams and other major infrastructure projects. Born in 1898 in Texas, Eaves graduated from the University of Texas at Austin with a degree in civil engineering in 1926.

She later became one of the first female engineers to work on the design of the Hoover Dam, which remains one of the largest and most impressive engineering projects in history. Eaves was also instrumental in the design and construction of other major dams, including the Parker Dam and the All-American Canal. Her work helped to improve the safety and efficiency of these structures, and paved the way for modern dam design and construction techniques. Eaves was a champion for women's rights and worked to promote the inclusion of women in engineering and other male-dominated fields.

She was the first woman to be elected to the American Society of Civil Engineers, and she served as president of the Society of Women Engineers. Eaves' legacy as a pioneering female engineer and advocate for women in STEM serves as a powerful reminder of what can be accomplished, inspiring and empowering the next generation to do even more.

Kate Gleason (1865-1933)

Kate Gleason was a pioneering mechanical engineer who made significant contributions to the fields of manufacturing and industrial design. Born in 1865 in New York, Gleason grew up in a family of engineers and entrepreneurs.

She later attended Cornell University, where she earned a degree in mechanical engineering in 1888, becoming the first woman to do so. After graduation, Gleason worked in her father's machine tool manufacturing company, where she quickly rose through the ranks to become the company's president. She was known for her innovative designs and manufacturing techniques, which helped to improve the efficiency and productivity of the company's operations. Gleason's most notable contribution to the field of engineering was her invention of a machine that could produce bevel gears, a type of gear used in machinery that was previously difficult to manufacture. Her invention revolutionized the industry and helped to pave the way for modern manufacturing techniques.

Gleason was also a pioneer for women's rights and worked to promote the inclusion of women in engineering and other male-dominated fields. She was the first woman elected to the American Society of Mechanical Engineers, and she served as president of the Society of Women Engineers. Gleason's legacy as a pioneering female engineer and advocate for women in STEM will continue to inspire and empower future leaders in the field.

Mae Jemison (born 1956)

Mae Jemison is an accomplished engineer, physician, and astronaut who has made significant contributions to the fields of science and space exploration. Born in Alabama in 1956, Jemison earned a degree in chemical engineering from Stanford University in 1977, and went on to earn a medical degree from Cornell University in 1981. She worked as a general practitioner and later as a medical officer with the Peace Corps, before being selected by NASA to become the first African American woman to travel into space.

Jemison flew on the Space Shuttle Endeavour in 1992, and conducted experiments in materials science, life sciences, and human adaptation to space.

After leaving NASA, Jemison founded the Jemison Group, a technology consulting firm that focuses on social and environmental issues. She is also an advocate for science education and diversity in STEM fields, and has written several books on these topics. Jemison's legacy as a pioneering female engineer and astronaut serves as an enduring inspiration and source of empowerment for the next generation.

Ada Lovelace (1815-1852)

Ada Lovelace was a visionary mathematician and computer pioneer who is often regarded as the world's first computer programmer. Born in 1815 in London, Lovelace was the daughter of the poet Lord Byron and mathematician Annabella Milbanke.

Lovelace had a passion for mathematics and science from a young age, and was mentored by mathematician Charles Babbage, who was working on a prototype for an early mechanical computer called the Analytical Engine. Lovelace's most notable contribution to computer science was her work on the Analytical Engine, in which she developed an algorithm that could be used to compute Bernoulli numbers.

Her work on the Analytical Engine is considered to be the first example of a computer program, and her visionary ideas about the potential of computers to create and manipulate complex symbols helped to pave the way for modern computer programming. Despite facing significant obstacles as a woman in a male-dominated field, Lovelace's legacy as a pioneering female mathematician and computer scientist has set a high standard of inspiration and empowerment, challenging future generations to surpass it.

Stephanie Kwolek (1923-2014)

Stephanie Kwolek was a pioneering chemist and inventor who is best known for her invention of Kevlar, a strong and lightweight synthetic fiber used in a variety of applications, including body armor, tires, and sporting equipment. Born in 1923 in Pennsylvania, Kwolek earned a degree in chemistry from Carnegie Mellon University in 1946, and went on to work as a chemist for the DuPont Corporation. Her work on polymers led to the development of Kevlar in 1965, which was initially intended for use in tires but later became widely used in body armor for law enforcement and military personnel.

Kwolek's invention revolutionized the field of materials science and had a significant impact on public safety and security. She received numerous awards and honors for her work, including the National Medal of Technology and Innovation in 1996. Kwolek was a pioneer for women in STEM and served as a mentor to many young scientists and engineers throughout her career.

Her legacy as a pioneering female chemist and inventor will continue to inspire and empower those who seek to make a difference in the world.

Maria Telkes (1900-1995)

Maria Telkes was a pioneering engineer and inventor who made significant contributions to the fields of solar energy and energy storage. Born in Hungary in 1900, Telkes earned a Ph.D. in physical chemistry from the University of Budapest in 1924, and later moved to the United States to continue her work in renewable energy.

Telkes is best known for her invention of the first solar-powered heating system, which used solar energy to heat water for homes and other buildings. She also developed several energy storage technologies, including a thermal storage system that used phase-change materials to store and release heat energy. Telkes' innovative work helped to pave the way for modern solar energy and energy storage technologies, and she received numerous awards and honors throughout her career, including the Society of Women Engineers Achievement Award and the Maria Goeppert-Mayer Award.

Telkes was a trailblazer for women in STEM and worked tirelessly to promote the inclusion of women in engineering and other male-dominated fields. Her legacy as a pioneering female engineer and advocate for renewable energy continues to inspire and empower women in STEM today.

Alice H. Parker (1895-1920s)

Alice H. Parker was a pioneering inventor who made significant contributions to the field of heating technology. Born in 1895 in New Jersey, Parker was interested in finding a more efficient way to heat homes and other buildings. In 1919, she patented a gas-powered central heating system that used a series of pipes and radiators to distribute heat throughout a building. Parker's invention was a significant improvement over existing heating systems, which were often inefficient and expensive.

However, due to the racial and gender prejudices of the time, Parker struggled to find support for her invention, and her work went largely unnoticed for many years. It wasn't until many years later that Parker's contributions to heating technology were recognized, and she is now considered to be a pioneering female inventor who helped to pave the way for modern heating systems. Parker's legacy as a trailblazing female inventor and advocate for renewable energy has paved the way for future generations to be inspired and empowered to pursue their dreams.

Yvonne Brill (1924-2013)

Yvonne Brill was a pioneering rocket scientist who made significant contributions to the field of propulsion technology. Born in Canada in 1924, Brill earned a degree in mathematics and physics from the University of Manitoba in 1945.

She later moved to the United States and began working as a propulsion engineer for NASA and other aerospace companies. Brill's most notable contribution to the field of rocket science was her invention of a new type of rocket engine that used hydrazine and nitrogen tetroxide as propellants. Her invention greatly improved the efficiency and reliability of rocket engines, and was used in a wide range of applications, including communication satellites and deep space probes.

Brill was also a trailblazer for women in STEM and worked tirelessly to promote the inclusion of women in engineering and other male-dominated fields. She received numerous awards and honors for her work, including the National Medal of Technology and Innovation in 2011. Brill's legacy as a pioneering female rocket scientist and advocate for women in STEM remains a source of inspiration and empowerment for generations to come.

Mary Jackson (1921-2005)

Mary Jackson was a pioneering mathematician and aerospace engineer who made significant contributions to the fields of aeronautics and science education. Born in Virginia in 1921, Jackson earned a degree in mathematics and physical science from Hampton Institute (now Hampton University) in 1942, and went on to work as a teacher and researcher for the National Advisory Committee for Aeronautics (NACA), which later became NASA.

Jackson's most notable contribution to the field of aerospace engineering was her work on the Supersonic Transport program, where she helped to design and test high-speed aircraft. She also worked to promote the inclusion of women and minorities in STEM fields, and was a mentor to many young scientists and engineers throughout her career. Jackson's legacy as a pioneering female mathematician and aerospace engineer continues to inspire and empower women and minorities in STEM today. Her life and achievements were depicted in the 2016 film "Hidden Figures," which brought her groundbreaking work to a wider audience.

Grace Hopper (1906-1992)

Grace Hopper was a pioneering computer scientist and naval officer who made significant contributions to the fields of computer programming and software development. Born in New York City in 1906, Hopper earned a Ph.D. in mathematics from Yale University in 1934, and later joined the United States Navy Reserve as a member of the Women Accepted for Volunteer Emergency Service (WAVES) program during World War II. Hopper was instrumental in the development of the first computer programming language, known as COBOL, and her work helped to establish many of the basic principles of modern computer programming.

She also served as a mentor and role model for many young scientists and engineers, and was a strong advocate for women's rights and the inclusion of women in STEM fields. Hopper received numerous awards and honors for her work, including the National Medal of Technology in 1991. Her legacy as a pioneering female computer scientist and advocate for women in STEM continues to inspire and empower future generations.

Wilma Rudolph (1940-1994)

Wilma Rudolph was a pioneering track and field athlete and civil rights advocate who overcame significant obstacles to become one of the most successful athletes of her time. Born in Tennessee in 1940, Rudolph was the 20th of 22 children, and she suffered from polio as a child, which left her with a weakened left leg. Despite this, Rudolph began running as a teenager, and quickly established herself as a gifted athlete.

She went on to compete in the 1956 and 1960 Olympic Games, where she won a total of three gold medals and became a symbol of strength, perseverance, and excellence.

Rudolph was also a passionate advocate for civil rights and worked to promote equality and social justice throughout her life. She served as a goodwill ambassador for the United States, and was a mentor and role model for many young athletes and activists. Rudolph's legacy as a pioneering female athlete and civil rights advocate continues to inspire and empower people around the world today.

Rosalind Franklin (1920-1958)

Rosalind Franklin was a pioneering chemist and crystallographer who made significant contributions to the fields of molecular biology and genetics. Born in London in 1920, Franklin earned a degree in chemistry from the University of Cambridge in 1941, and later went on to earn a Ph.D. in physical chemistry from the University of Cambridge in 1945. Franklin's most notable contribution to science was her work on X-ray crystallography, which she used to study the structure of DNA and other biological molecules.

Her groundbreaking work helped to establish the basic principles of modern molecular biology and genetics, and laid the foundation for many of the medical and scientific advancements of the 20th century. Despite facing significant barriers as a woman in a male-dominated field, Franklin's legacy as a pioneering female chemist and crystallographer continues to inspire and empower women in STEM today.

Her work was instrumental in the discovery of the structure of DNA, and she is considered to be one of the most important scientists of the 20th century.

While we have only highlighted 20 historic female engineers, it is important to acknowledge that thousands of women have contributed to the field of engineering throughout history.

Despite their significant contributions, many of their stories have been overlooked or forgotten. If we have missed any important female engineers in our list, we encourage you to get in touch with us and share their stories.

It is crucial to recognize the achievements of women in STEM fields, and by working together, we can ensure that their legacies are not lost to history

# data[].attributes.attachment_link.title
20 Historic Female Engineers Who Shaped Our World: Honoring Their Achievements On International Women's Day - Born To Engineer

# data[].attributes.attachment_link.description
International Women's Day is a time to celebrate the achievements of women throughout history and to reflect on the progress that has been made towards gender

# data[].attributes.headline
Genius Inventions: Technical Marvels That Will Shape Tomorrow -- Documentary

# data[].attributes.subject
Genius Inventions: Technical Marvels That Will Shape Tomorrow -- Documentary

# data[].attributes.body
This documentary describes various innovations from around the world. Showcasing groundbreaking inventions from eco-friendly solutions to revolutionary gadgets. These innovations stem from the heart of human ingenuity, diving into how curiosity can spark the solution for the problems we face as a society.

Activities:

1. In a groups students will select one of the seven innovations presented and modify them in a way that might serve their local community. Then present and explain how the innovation would serve their community.

2. Students will reflect on the solutions provided and try to draw any drawbacks from the solutions presented that they may face realistically if implemented at scale. Students will come up with any responses to the drawbacks identified.

# data[].attributes.attachment_link.title
Genius Inventions: Technical Marvels That Will Shape Tomorrow | Full Series | FD Engineering

# data[].attributes.headline
Small Inventions That Changed the World -- Book Talk

# data[].attributes.subject
Small Inventions That Changed the World -- Book Talk

# data[].attributes.body
Based on award-winning engineer, Roma Agrawal’s book, “Nuts and Bolts: Seven Small Inventions That Changed the World in a Big Way”discusses small inventions that have revolutionized the world as we know it.

Activity: Students will chose a “small” invention such as a nail (but not one of the seven discussed in the video) to research the historical relevance of the item. Working in groups of four, students will chose 3 different small items to research and identify the origin of each invention. Using a class map, students will categorize the items and place a marker to show where the invention was first designed. They can then see the need for communication within the STEM field.

# data[].attributes.attachment_link.title
Small Inventions That Changed the World | Roma Agrawal | Talks at Google

# data[].attributes.body
This website provides information on a variety of different inventors from diverse backgrounds such as “African American Inventors”, “Women Inventors”, “Immigrant Inventors”, “Asian Pacific American Inventors”, “Immigrant Inventors”, and “Hispanic/Latino Inventors”. Each of the six categories, listed above, provide a link to a search engine designed to help people find stories of inventors from diverse backgrounds.

Activity: I would utilize this site to have students select one invention to focus on to complete a research project. Students can select any invention they choose, and they will have to do a deep dive into the historical contribution and the personal story that inspired the inventor at the time they began the process. They will also have to explain any hardships and/or challenges that the inventor experienced while developing the product of focus. Students will be able to select from a choice board 3 different ways to show their researched information in a creative manner. Some options may include creating a social media account for the person, writing a poem, creating any type of artwork inspired by the information found, writing and publishing a children’s storybook, or performing a TedTalk that focuses on the product and the story of the inventor to name a few option. Each choice should provide more information and shed more light on the individual and the product that they created.

This assignment should showcase the student’s creative abilities while also providing evidence of their ability to research thoroughly.

# data[].attributes.attachment_link.description
When we first began to document invention at the Lemelson Center, we were uncertain about what we might find. No one, to our knowledge, really had a handle on the level or sheer variety of inventive activity, much less on the details of what was actually going on.

# data[].attributes.headline
Remarkable Disabled Inventors: Their Impact

# data[].attributes.subject
Remarkable Disabled Inventors: Their Impact

# data[].attributes.body
Within this article, 13 engineers/scientists are recognized for their contribution and inventions. It discusses the disabilities of each of the inventors, and how they decided to make a change to better not only their life, but others in the same situation as them.

Activity: I would ask students to identify things on campus that are not accessible to all due to disabilities (such as pep rallies for students who have an aversion to loud sounds, wheelchair friendly classrooms, or fire drill protocols). I want students to design solutions to these issues on campus, and write a letter to the administration that provides an explanation of the problem with their designed solution. Their solutions should be explained thoroughly with detailed reasons of how the problems are addressed.

# data[].attributes.attachment_link.title
Remarkable Disabled Inventors: Their Impact

# data[].attributes.attachment_link.description
Explore the contributions of disabled inventors throughout history. Discover their innovations and the lasting impact they’ve made on various fields. Inspiring stories await!

# data[].attributes.headline
How Adversity Led to A Lifetime of Engineering and Invention -- Dr. Rory Cooper Interview

# data[].attributes.subject
How Adversity Led to A Lifetime of Engineering and Invention -- Dr. Rory Cooper Interview

# data[].attributes.body
This article highlights a single engineer's journey of overcoming diversity, disabled at the age of 20 this engineer overcame obstacles, which paved the way for him to develop and patent several technologies that promote wheelchair and other assistive technologies.

Activity:

1. Students will interview engineers that have patented technologies that have promoted accessibility of disabled groups.

2. Students will identify technologies that assist in their everyday life and explain how the technology improves their life.

# data[].attributes.attachment_link.title
How Adversity Led to A Lifetime of Engineering and Invention

# data[].attributes.attachment_link.description
Dr. Rory A. Cooper is an engineer, a veteran, an athlete and the holder of more than 20 groundbreaking patents in wheelchair and other…

# data[].attributes.headline
Why is Diversity Important in Engineering?

# data[].attributes.subject
Why is Diversity Important in Engineering?

# data[].attributes.body
This article and video discuss the importance of diversity in the field of engineering and the multiple career pathways one can take as an engineer.

Activity:

1. Students will identify three engineering careers that interest them and explain why diversity would be important in that field.

2. Students will share their finding with the class.

# data[].attributes.attachment_link.title
Why is diversity important in engineering?

# data[].attributes.attachment_link.description
Diversity of thought, cultures, and backgrounds is important in engineering fields. Problem solving is easier when more are involved. Learn more from Dr. Whitney Gaskins, Assistant Dean of Inclusive Excellence and Community Engagement.

# data[].attributes.headline
How to Engineer for Inclusion by Stanford Engineering Staff

# data[].attributes.subject
How to Engineer for Inclusion by Stanford Engineering Staff

# data[].attributes.body
This article is an interview discussing the importance of inclusion in any given engineering field, as it promotes accessibility of technology and information to a wider audience.

Activity:

1. Students will identify why it is important that engineers design products and services with inclusivity in mind.

2. Students will identify certain products that have been designed to be inclusive and how the inclusivity has benefited the target demographic.

# data[].attributes.attachment_link.provider_name
Stanford University School of Engineering

# data[].attributes.attachment_link.description
Experts from the Stanford School of Engineering explore how engineers can promote inclusivity when designing products and technologies – and why it’s essential that they do so.

# data[].attributes.body
This article provides us with 25 ways to be more inclusive in a team of engineers. Combining the need for technical expertise with the cohesion and productivity of a group effort to tackle a project in an optimized fashion.

Activity:

1. After reading the article, students will select five out of the 25 strategies discussed and highlight their importance.

2. Students will come up with an additional five ways to promote inclusivity and explain how the additional methods will promote inclusivity.

# data[].attributes.attachment_link.title
25 ways to be a more inclusive engineer - ITU

# data[].attributes.attachment_link.description
Members of Leadership Coalition, highlights 25 actions that individual engineers can take to be more inclusive, as a complement to steps taken by employers.

# data[].attributes.headline
EDI Engine: Business benefits of equality, diversity and inclusion in engineering by Royal Academy of Engineering -- Journal Article and more

# data[].attributes.subject
EDI Engine: Business benefits of equality, diversity and inclusion in engineering by Royal Academy of Engineering -- Journal Article and more

# data[].attributes.body
The Royal Academy of Engineers studied the benefits of Equality, Diversity, and Inclusion (EDI) within the engineering field by looking at businesses that use EDI interventions. The report that they publish identify that by prioritizing EDI, engineering companies can benefit in four areas, people, products and services, partners, and processes. The article looks at several case studies to see how different businesses have utilized EDI on a day-to-day basis, and how their employees are impacted by the processes. The report talks about the plethora of healthy reasons why EDI should be utilized in a business, and it provides 5 guiding principles that all engineering firms should use to properly establish EDI interventions.

ACTIVITY: In small to medium-sized groups, students can develop a business plan for an engineering firm that specializes in the sells of a specific product. Students will need to develop a plan that utilizes all five EDI guiding principles mentioned in the article, ensuring that they understand how their business benefits by using these processes. Since the class is a CTE course, I want to design the course to be similar to a job on work days so there will be leads for each team using similar titles as a typical engineering firm's hierarchy.

# data[].attributes.attachment_link.title
EDI Engine report: equality, diversity and inclusion in engineering

# data[].attributes.attachment_link.description
Discover actionable insights on the crucial benefits of equality, diversity and inclusion in engineering. Read our report now.

# data[].attributes.headline
Building Inclusion in Engineering Teaming Practices

# data[].attributes.subject
Building Inclusion in Engineering Teaming Practices

# data[].attributes.body
This peer-reviewed article is a case-study analysis on the importance of having a diversified and inclusive team working on a project. The study concludes that having a diversified team can contribute to the success of a project in a significant manner.

Activity:

1. In groups, students will simulate different project scenarios as a team with various degrees of diversity. Students will be given various strategies on managing diversity as well as how diversity would affect certain scenarios in the simulation.

2. After the simulation, students will reflect on how diversity impacted the simulation and the effect it has on the goals accomplished in the simulation.

# data[].attributes.attachment_link.readable_text
Background: Teamwork is a commonplace component of engineering practice. Engineering educators have been studying ways to make teams more effective and inclusive. However, students' interpersonal interactions often create exclusionary experiences.

Purpose/Hypothesis: This study investigates how the team formation process and what kinds of teaming practices and behaviors promote inclusive team environments. We were sensitized to Tuckman and Jensen's (1977) revised theory of the five stages of teaming along with opportunity structures theory as frameworks to study how particular team interactions did or did not promote the inclusion of its members.

Design/Method: This interpretive multi-case study used team observations, classroom artifacts, and student interviews in a first-year engineering course to understand the experiences of three teams. The primary data source, student interviews, were analyzed to understand the individual and collective team experience. These results were triangulated with the other data sources to build three team descriptions and a cross-team comparison.

Results: Our findings indicate that the process of storming and norming in teams is an essential point in which social inclusion is built into teaming practices or not. While all teams, regardless of inclusive behaviors, were academically successful, the inclusive norms developed by some teams increased student learning and belonging.

Conclusions: The emphasis on teaming in engineering education has often focused on the effectiveness of teams for a final project. However, the process of teaming and how peers shape the engineering environment is just as important for student's belonging and persistence. The results of this work can provide strategies for supporting students' teaming processes to develop more inclusive teams.

# data[].attributes.attachment_link.title
Building Inclusion in Engineering Teaming Practices

# data[].attributes.attachment_link.description
Background: Teamwork is a commonplace component of engineering practice. Engineering educators have been studying ways to make teams more effective and inclusive. However, students’ interpersonal interactions often create exclusionary experiences. Purpose/Hypothesis: This study investigates how the team formation process and what kinds of teaming practices and behaviors promote inclusive team environments.

# data[].attributes.headline
The Future of Inclusivity in Engineering Teams: Trends and Best Practices

# data[].attributes.subject
The Future of Inclusivity in Engineering Teams: Trends and Best Practices

# data[].attributes.body
This article describes the importance of inclusivity as to how it pertains to teams on engineers. The strategies given are within a team, regardless of gender, race, or other factors.

Activity:

Students are to select one of the six strategies given to promote inclusivity in a team and describe how this strategy would be the most important.

# data[].attributes.attachment_link.title
The Future of Inclusivity in Engineering Teams: Trends and Best Practices

# data[].attributes.attachment_link.description
Inclusivity is an important part of any organization. It ensures that various people are included within a team, regardless of gender, race, or other factors.

# data[].attributes.headline
How professional engineers can contribute to attraction and retention of minority groups into the engineering profession through equity, diversity, inclusion, and decolonization efforts by Jessica Vandenberghe -- Journal Article

# data[].attributes.subject
How professional engineers can contribute to attraction and retention of minority groups into the engineering profession through equity, diversity, inclusion, and decolonization efforts by Jessica Vandenberghe -- Journal Article

# data[].attributes.body
This article discusses the ways that engineers can help gain and keep more diverse engineers by ensuring that the workplace is accessible and safe for each person in the company. The article discusses the staggering statistics of factors such as gender and race affecting engineers, and it provides the reasons why it is important to have more than one voice in the boardroom when making decisions.

ACTIVITY: After reading this article, students can reflect on ways they can make their class more equitable and inviting for their own colleagues. I would do this as a beginning of the school year activity so that students can create a social contract (or a business contract) for how they need to act towards one another inside and outside of the classroom. This allows students to see the reasoning for giving every student a voice for their work environment. This would be the contract/classroom management plan that I would utilize for the remainder of the semester. They could update the contract at the beginning of the second semester upon request from their "union leaders".