“In this SWE Diverse episode, Alexa Jakob, lead of SWE’s LGBTQ+ and Allies Affinity Group, speaks with Dr. Andrea Haverkamp. Listen as they discuss Dr. Haverkamp’s research on the experiences of nonbinary students in engineering.” – check it out here!
My first, first-author publication is out! Click “read more” for the abstract, and follow this link to read the whole article in Studies in Engineering Education.Continue reading “Calling for a Paradigm Shift in the Study of Gender in Engineering Education”
My dissertation, Transgender and Gender Nonconforming Undergraduate Engineering Students: Perspectives, Resiliency, and Suggestions for Improving Engineering Education, was defended on January 22nd. I am excited to have in this post the video link to watch, a download for use in any courses you teach, and the slide deck for reference! I want this work to be accessible to the public.Continue reading “I defended my PhD in Environmental Engineering and Queer Studies!”
I am so grateful for the write up about my research and activism done by Women, Gender, and Sexuality Studies at Oregon State University.
Andrea Haverkamp is a PhD candidate in Environmental Engineering, with a minor in Queer Studies at Oregon State University. Her work is in engineering education, which explores the student and faculty experiences in engineering, right from curriculum to learning practices and pedagogy and also looks at diversity, inclusion and equity in the classroom.
Haverkamp is also President of the Coalition of Graduate employees (CGE), representing over 1800 graduate employees at OSU, “I think labor union activism is a critical action-oriented feminist praxis,” she says.
Read the article here, or click through for the text below.
I recently spoke on KMUZ Community Radio in Salem, Oregon about how labor unions are fighting for reform in higher education and how this connects to creating a just, equitable, and socially minded campus community.
Adapted excerpt after the jump – check the link here:
KMUZ Willamette Wakeup Labor Report with Andrea Haverkamp
During Yom Kippur morning services yesterday I felt a completely new interpretation and meaning for my own sense of ethics as an engineer embedded within the Sh’ma. As engineers we are all guided by a sense of ethics – whether we realize it or not. These ethics are learned, taught, and honed in our lives before we become engineers and continue to develop throughout our careers. They can come from engineering education, but they also can come from our faith traditions or from interfaith dialogue. I believe there is a lot of room to reflect on the numerous ways we internalize ethics and how they relate to the engineering profession. In particular, I think it is worthwhile to add spiritual ethics as items of consideration and discussion. In this post I wish to talk about what I see as our ethical commitments to the climate as told in the second paragraph of the Sh’ma.
I am so happy to share the full video and my slides from the May 25th 2019 SWE Hawaiian Islands event titled “More Work To Do in STEM for Diversity and Inclusion – A Conversation on Underrepresented Genders.” The event was so wonderful and opened up space to discuss Māhū gender in Native Hawaiian culture, (de)colonization and gender activism, trans & nonbinary experiences and identities, and where organizations such as the Society of Women Engineers can go to advance inclusion and support.
The following is the abstract and a link to download our paper which was presented at the 2019 American Society for Engineering Education CoNECD conference, April 15th 2019. CoNECD stands for The Collaborative Network for Engineering and Computing Diversity. The paper was written by myself, Ava Butler, Naya Pelzl, Michelle Bothwell, Devlin Montfort, and Qwo-Li Driskill.
The following is a post I wrote for the Graduate Society of Women Engineers blog – check out the original post here.
When we discuss the many identities we carry in our lives, the most commonly listed are often race/ethnicity, gender, sexuality, and disability status. When we discuss diversity and inclusion, our efforts often center on one of, if not the intersection of, these identities. However, one core identity for many of us has seemed to slip through our collective radar – religion and spirituality. “In an era when colleges are expanding their engagement of diversity issues, and at a time when religion plays a central role in public life and global affairs, religion continues to be the dimension of diversity that many institutions leave out.” This is a central claim in Eboo Patel’s article “Faith Is The Diversity Issue Ignored by College Campuses” published in The Chronicle of Higher Education in October 2018. In the article, she discusses the possibilities and needs on campuses to recognize this difference. Additionally, she asserts that efforts for religious inclusivity on campus are underfunded, if funded at all. She writes about the transformative possibilities of having interfaith dialogues and unpacking stereotypes and prejudices. As soon as I read this it seemed to immediately ‘click’ – and I’ve become pretty passionate about the subject. Eboo Patel is right – religious diversity is often left out. Why should we start paying attention to this?
The following is a blog post for the Graduate Society of Women Engineers (GradSWE) written by myself and Rachel Tenney. You can see it on the GradsWE blog here..
According to genderspectrum.org, “gender-expansive” has the following definition:
An umbrella term used for individuals that broaden their own culture’s commonly held definitions of gender, including expectations for its expression, identities, roles, and/or other perceived gender norms. Gender-expansive individuals include those with transgender and non-binary identities, as well as those whose gender in some way is seen to be stretching society’s notions of gender.
We offer a few ideas on how we can move forward in our work to be more gender expansive and gender inclusive.