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<p class="MsoNormal"><span style="font-size:11.0pt">Hello INES!<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">I realized that many of you might not be receiving the new issue alerts from our journal Engineering Studies, so I wanted to prod you to sign up and also share the contents of 15.1. It includes an introduction
from me, two “critical participation” pieces relevant to our collective work on DI&A and community engagement, and a delightful piece on engineers learning to contend with reindeer and salmon and tourists in the Arctic. A big thanks to Cyrus Mody who was the
editor for the articles. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">All the best,<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Jessica<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span class="authors"><b>Jessica M. Smith</b></span><b> <span class="date">
(2023)</span> <span class="arttitle">Introduction to the New Editor-in-Chief,</span>
<span class="serialtitle">Engineering Studies,</span> <span class="volumeissue">15:1,</span>
<span class="pagerange">1-8,</span> <span class="doilink">DOI: <a href="https://doi.org/10.1080/19378629.2023.2178524">
10.1080/19378629.2023.2178524</a></span> <o:p></o:p></b></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><a name="abstract"></a><o:p> </o:p></p>
<p class="MsoNormal"><span class="authors"><b>Coleen Carrigan, Saejin Kwak Tanguay, Joyce Yen, Julie Simmons Ivy, Cara Margherio, M. Claire Horner-Devine, Eve A. Riskin & Christine S. Grant</b></span><b>
<span class="date">(2023)</span> <span class="arttitle">Negotiating boundaries: an intersectional collaboration to advance women academics in engineering,</span>
<span class="serialtitle">Engineering Studies,</span> <span class="volumeissue">15:1,</span>
<span class="pagerange">9-29,</span> <span class="doilink">DOI: <a href="https://doi.org/10.1080/19378629.2023.2169613">
10.1080/19378629.2023.2169613</a></span> <o:p></o:p></b></p>
<p>This paper draws on data from the National Science Foundation (NSF) ADVANCE-funded LATTICE program (Launching Academics on the Tenure-Track: an Intentional Community in Engineering) to examine how a diverse group of women worked across social and professional
identities to support early-career women in academic engineering. We used ethnography to elucidate the social dynamics and power relations involved in forming a coherent group identity for the LATTICE leadership team, and the boundaries we negotiated in running
the LATTICE program. We identify the processes and behaviors through which we made boundaries between members salient yet porous to build a coherent community across various dimensions of difference. We offer three actionable strategies that impact change
agents’ engagement and the group’s coherence across multiple dimensions of difference: (1) intentionally creating a socio-emotional culture in our group, one that spans across group members’ personal and professional identities; (2) validating other group
members’ perspectives, and (3) striving to build consensus using storytelling. These strategies of the LATTICE leadership team provide guidelines for others who work across intersecting dimensions of difference.<o:p></o:p></p>
<p class="kwd-title" id="kwd-title-_i1">KEYWORDS: <o:p></o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo2">
<a href="https://www.tandfonline.com/keyword/Collaboration">Collaboration</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo2">
<a href="https://www.tandfonline.com/keyword/Engineering">engineering</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo2">
<a href="https://www.tandfonline.com/keyword/Broadening+Participation">broadening participation</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo2">
<a href="https://www.tandfonline.com/keyword/Intersectionality">intersectionality</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo2">
<a href="https://www.tandfonline.com/keyword/Ethnography">ethnography</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo2">
<a href="https://www.tandfonline.com/keyword/Emotions">emotions</a><o:p></o:p></li></ul>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span class="authors"><b>Jennifer Hirsch, Ruth Yow & Yi-Chin Sarah Wu</b></span><b>
<span class="date">(2023)</span> <span class="arttitle">Teaching students to collaborate with communities: expanding engineering education to create a sustainable future,</span>
<span class="serialtitle">Engineering Studies,</span> <span class="volumeissue">15:1,</span>
<span class="pagerange">30-49,</span> <span class="doilink">DOI: <a href="https://doi.org/10.1080/19378629.2023.2176767">
10.1080/19378629.2023.2176767</a></span> <o:p></o:p></b></p>
<p>Engineers are crucial to solving the world’s most pressing challenges, but they cannot do it alone. Creating new and more just systems that support people and planet requires that engineers learn to engage with diverse stakeholders as equal partners. This
article shares how the Serve-Learn-Sustain (SLS) initiative at the Georgia Institute of Technology has been introducing new approaches to problem-solving into engineering and technology-focused education to better prepare students to address the sustainability
challenges of our moment, in collaboration with community partners, especially those from historically marginalized communities of color. To do this, SLS focuses on de-centering academic expertise and positioning community partners as experts, innovators,
and co-educators. The activities and impacts described here, including course-based collaborations with community partners and co-curricular social innovation programs, have implications for other higher education institutions that recognize the importance
of partnering with communities to prepare students to use their education to effect change.<o:p></o:p></p>
<p class="kwd-title" id="kwd-title-_i1">KEYWORDS: <o:p></o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo3">
<a href="https://www.tandfonline.com/keyword/Engineering+Education">Engineering education</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo3">
<a href="https://www.tandfonline.com/keyword/Service+Learning">service learning</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo3">
<a href="https://www.tandfonline.com/keyword/Community+Partnerships">community partnerships</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo3">
<a href="https://www.tandfonline.com/keyword/Equity+And+Justice">equity and justice</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo3">
<a href="https://www.tandfonline.com/keyword/Social+Innovation">social innovation</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo3">
<a href="https://www.tandfonline.com/keyword/Collaboration">collaboration</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo3">
<a href="https://www.tandfonline.com/keyword/Sustainability">sustainability</a><o:p></o:p></li></ul>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span class="authors"><b>Bård Torvetjønn Haugland, Marianne Ryghaug & Roger Andre Søraa</b></span><b>
<span class="date">(2023)</span> <span class="arttitle">Framing Intelligent Transport Systems in the Arctic: Reindeer, Fish and the Engineered Road,</span>
<span class="serialtitle">Engineering Studies,</span> <span class="volumeissue">15:1,</span>
<span class="pagerange">50-70,</span> <span class="doilink">DOI: <a href="https://doi.org/10.1080/19378629.2023.2169612">
10.1080/19378629.2023.2169612</a></span> <o:p></o:p></b></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal">The article explores the relationship between humans and other animals, technology, and engineering practices in a project testing Intelligent Transport Systems (ITS) in the arctic. Generally, roads are engineered to promote efficiency
and predictability for transport. However, in the arctic northern region of Norway, animals sometimes challenge these virtues. Using Goffman’s notion of frames and Callon’s concept of overflow as theoretical starting points, the article explores how transport
engineers develop intelligent transport infrastructure and envision ways of including animals and other non-humans in the engineers’ framing of the road. The engineers first and foremost implement new technological artefacts, which allow them to survey the
road in a manner which makes nature’s overflows onto the road more manageable. However, these artefacts do not merely contain nature in the engineers’ frame—the engineers also envision humans, in this case, motorists, to change their practices. As such, the
engineers’ attempts to contain animals in a particular frame entail using technology to assemble a new relationship between nature and culture. Taking nature into account when planning and developing infrastructure means reassembling a particular nature-culture
relationship. Thus, the article points out that in order to engineer nature, it is also necessary to engineer culture.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo4">
<a href="https://www.tandfonline.com/keyword/Transport+Engineering">Transport engineering</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo4">
<a href="https://www.tandfonline.com/keyword/Automation">automation</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo4">
<a href="https://www.tandfonline.com/keyword/Intelligent+Transport+Systems">intelligent transport systems</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo4">
<a href="https://www.tandfonline.com/keyword/Animals">animals</a><o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo4">
<a href="https://www.tandfonline.com/keyword/Framing">framing</a><o:p></o:p></li></ul>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;color:black;mso-ligatures:none"><a href="https://www.jessicamsmith.net/">Jessica M. Smith</a> (she/her/hers)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;color:black;mso-ligatures:none">Editor-in-chief,
<i><a href="https://www.tandfonline.com/journals/test20">Engineering Studies</a></i><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;color:black;mso-ligatures:none">Professor, <a href="https://www.mines.edu/eds/">Engineering, Design, and Society Department</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;color:black;mso-ligatures:none">Colorado School of Mines<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;color:black;mso-ligatures:none"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;color:black;mso-ligatures:none">Sign up for office hours using
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