Biographical SketchAndrew Whitehead is a second year graduate student in the Engineering Education program at Purdue University. His advisor is Dr. Justin Hess. He was raised in Matteson, Illinois and has two siblings: a younger brother and older sister. Throughout his primary schooling, he was always fond of classes that focused on math and science. He also took every opportunity to participate in science fair that his schools hosted. This passion for mathematics and scientific work would bloom in his high school experiences, in which he was introduced to programming and engineering. His developed fascination for how assortments of numbers and words create entire applications, games, and programs ultimately led him to attend Iowa State University to pursue a degree in Computer Engineering. It was at Iowa State that he discovered his passion for leadership and helping individuals succeed in STEM fields. He credits his involvements with the National Society of Black Engineers, Multicultural Student Affairs Office, Alpha Phi Alpha Fraternity Incorporated, and Society of Hispanic Professional Engineers with motivating and making him believe that he can do more for his communities. For instance, over the span of three years he was able mentor eighty multicultural first year engineering students and facilitate their transition to collegiate education through involvement with a summer program held by the Multicultural Student Affairs Office at Iowa State University.
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Overarching Principle
The overarching principle of the Engineering Education program to Engage With and Act Upon Advancement of Justice, Equity, Diversity, and Inclusion is constantly considered in every aspect of my goals and work. My research interests include a large focus on developing methods to increase diversity and inclusion in STEM-focused spaces. I am also aware of barriers that exist that keep various groups of people from engaging and gaining interest in the field. Ultimately, my interest in this field goes well beyond improving the field for those currently in it. I hope to serve future generations of engineers from all background by making current engineers and educators aware of the injustices that exist and encouraging those individuals from marginalized backgrounds to pursue careers in STEM to further break down existing barriers.
Research Interests
My current research interests include diversity and inclusion in STEM fields and empathy within engineering pedagogy. These interests are influenced by personal experiences and peer experiences that have been shared with me related to the lack of sense of belonging in the field. In a society that is constantly pushing for advancement and global competitiveness, there should be methods, models, and support systems in place that keeps students passionate about STEM fields when they enter college. Whether the disconnect comes from lack of comfort in asking for assistance, unawareness of practical applicability, or the false notion that someone must be “naturally good” at science in order to succeed in the field, institutions and faculty should be well equipped to encourage these students. I want to explore the perceptions of engineering that faculty believe students come into the field with. In addition, I’m curious about whether there are helpful resources such as organization and learning communities available to students at universities and, if so, how are universities promoting them and are students generally aware of their existence?
Career Goals
My current career goals include potentially becoming a liaison officer for marginalized students at a university, serving as a dean of a university’s or college’s school of engineering, or working with an organization focused on the development of STEM professionals as a data analyst. I’m also interested in staying engaged with the National Society of Black Engineers. These career paths provide the best opportunities to bring changes to communities as they work toward the improvement of student or societal learning.
