29 minute read
Noteworthy at Newcomb
Newcomb Welcomes Valeria Luiselli as the 2021 Zale-Kimmerling Writer-in-Residence
By Laura Wolford
While the Institute originally hoped to bring Valeria Luiselli, the 2021 Zale-Kimmerling Writer-in Residence, to campus, she wowed the Tulane community during a series of virtual events from March 2-9, 2021. Luiselli was born in Mexico City and grew up in South Korea, South Africa and India. She is an acclaimed writer of both fiction and nonfiction, and her books include Sidewalks (Coffee House Press, 2014); Faces in the Crowd (Coffee House Press, 2014); The Story of My Teeth (Coffee House Press, 2015); Tell Me How It Ends: An Essay in Forty Questions (Coffee House Press, 2017); and Lost Children Archive (Vintage, 2020). Because her work is so wide-ranging, Luiselli was able to engage in conversation with students and faculty during several class visits. Among her engagements were a visit to Professor Antonio Gómez’s Spanish literature course, “Forms of the Real in Recent Latin American Culture” and Professor Zachary Lazar’s creative writing course, “Advanced Fiction Writing Workshop.” She detailed her past collaborative art projects in art history Professor Adrian Anagnost's course on performance art, and she discussed immigration with students in Professor Casey Love’s political science course, “Politics of Immigration.” Finally, in a truly collaborative conversation, Luiselli met with archivists from the Tulane Archives and Special Collections and the Newcomb Archives about the role of the archives in her writing. The highlight of Luiselli’s visit was a public reading and conversation with Tulane professor and author Yuri Herrera-Gutierrez from the Department of Spanish and Portuguese. In an atmosphere akin to a conversation between friends, the
Photo of Valeria Luiselli, Photo Credit: Diego Berruecos/Gatopardo
two discussed topics ranging from Luiselli’s work to her home and writing spaces. The Newcomb Alumnae Association hosted eight book club meetings across the country to discuss Luiselli’s book, Lost Children Archive, and because this year’s reading and interview were virtual, book club attendees from across the country were able to participate. Luiselli also participated in a book club discussion with Newcomb Institute staff.
While these virtual visits were not entirely the same as having a writer visit in person, they were more accessible to the Newcomb community at large, and Luiselli was the perfect writer to rise to the occasion. She is the recipient of a 2019 MacArthur Fellowship and the winner of two Los Angeles Times Book Prizes, The Carnegie Medal, an American Book Award. She has also been nominated for the National Book Critics Circle Award, the Kirkus Prize, and the Booker Prize. She has been a National Book Foundation “5 Under 35” honoree and the recipient of a Bearing Witness Fellowship from the Art for Justice Fund. Her work has appeared in The New York Times, Granta, and McSweeney’s, and has been translated into more than twenty languages. Every student and faculty who interacted with Valeria Luiselli had positive feedback about the depth of their conversations and the joy and excitement of having meaningful literary conversations at a time of social disconnect and isolation.
Intersectionality and Public Policy: 2021 Postdoctoral Fellows Symposium
By Laura Wolford
On February 5th, Newcomb Institute hosted the 2021 Postdoctoral Fellows Symposium. This day-long symposium provided an opportunity for the three Newcomb Institute postdoctoral fellows to engage with distinguished scholars in their field around their work. The research conducted by the postdoctoral fellows centered on the importance of intersectionality in shaping discussions of law, governance, civil rights, and everyday movements. The symposium's culminating event was a keynote lecture by Dr. Khiara M. Bridges, professor of law at UC Berkeley School of Law, titled “Imagining an Ethnography of the Reproductive Lives of ClassPrivileged People of Color: Race, Class, Gender, and Prenatal Care.” National Science Foundationfunded postdoctoral fellow Dr. Annie McGlynn-Wright discussed her paper, “Inspecting the Expecting: How Race, Pregnancy, and Poverty Shaped the WIC Program,” with Dr. Andrea Freeman, Professor of Law at the University of Hawaii at Manoa, and keynote speaker Dr. Khiara M. Bridges. Postdoctoral fellow Dr. Tiffany Gonzalez discussed her paper, “Chicanas and Political Leadership,” with Dr. Maria Cotera, Associate Professor in the Mexican American and Latino Studies Department at the University of Texas, and Dr. Max Krochmal, A.M. Pate, Jr., Associate Professor of History and at Texas Christian University. Lastly, postdoctoral fellow Dr. Jess Issacharoff discussed her paper, “Domestic Terror: Assata Shakur and the Birth of Rikers Women’s Facility” with journalist and author Victoria Law and Michelle Jones, activist and doctoral student in the American Studies program at New York University. McGlynn-Wright reflected on the timeliness of this year’s event explaining, “The symposium was an excellent opportunity to engage in pressing conversations about race, gender, and the law with preeminent scholars in the field and with colleagues from Tulane and beyond.”
Dr. Khiara M. Bridges, professor of law at UC Berkeley School of Law was keynote lecturer at the 2021 Newcomb Institute Postdoctoral Fellows Symposium
Noteworthy at NEWCOMB
By Lauren Wethers (LA ’15, *16)
In less challenging years, it is common to see a line of students every Friday waiting to hear from Newcomb’s speaker of the week in between classes. Fridays at Newcomb, a weekly lunch lecture series featuring speakers from across disciplines, offers both a meal and an interesting topic delivered by either a Tulane professor, visiting faculty member, or a local New Orleans leader. Like so many other campus traditions, this one has had to look different over the past year and a half. Rather than gathering in person, audience members joined a Zoom webinar from the comfort of their homes. The topics, however, remained just as engaging. One standout event was the 2021 Custard Lecture, funded by Marla Custard (NC ’91), featuring Tulane professors, Drs. Katherine Johnson and Alyssa Lederer. Dr. Johnson earned a dual degree PhD in Sociology and Demography from Pennsylvania State University, while Dr. Lederer received her PhD in Health Behavior from the Indiana University Bloomington School of Public Health. Their talk, entitled “Can a curricular intervention reduce sexual violence among college students? A multi-method evaluation of Tulane’s GESS 1900: Sex, Power, and Culture” discussed the results of their collaborative study. Together they evaluated the impact of an entry-level gender and sexuality studies course on students’ beliefs and attitudes regarding sexual assault, as well as how likely they were to actively engage in issues surrounding sexual assault when the opportunity arose. The study found that the course led students to have significantly lower heteronormative attitudes and beliefs and a greater awareness of campus resources related to sexual violence. The talk provided the opportunity to not only showcase the work of two outstanding Tulane professors, but students as well. Several students participating in the Newcomb Reproductive Rights & Reproductive Health Internship program have contributed to the work of Johnson and Lederer, assisting with developing and refining the survey administered to students.
Introducing Current, Newcomb’s newest Residential Learning Community
By Gabe Christian-Solá
Girls, women, and other gender minorities are systematically tracked away from science and math throughout their education, limiting their training and options to go into these fields as adults. Women make up only 28% of the workforce in science, technology, engineering and math (STEM), and men vastly outnumber women majoring in most STEM fields in college. According to the American Association of University Women, the gender gaps are particularly high in some of the fastest-growing and highest-paid jobs of the future, like computer science and engineering. Current Residential Community (RLC) was developed to bring together first-year students who identify as women and other gender minorities to build and engage in academic, intellectual, STEMfocused communities at Tulane, in New Orleans, and beyond. Drawing on the legacy of Newcomb College, our goal is to provide a place for first-year women to cultivate their interest in STEM fields–to energize their current–as they forge meaningful connections with one another and with faculty, staff, and alumnae through STEM-and genderfocused programming, research, and development opportunities. Now in its second year, Current students have had an opportunity to bond and share time with one another, have received leadership development, gone on a retreat, and hosted virtual dinners with faculty in the School of Science and Engineering. Students in the RLC can take advantage of Newcomb Institute’s membership in Public Leadership Education Network and attend a fully-funded STEM policy seminar in the spring. Students also have an opportunity to take a class together during their first semester on campus. The Current TIDES course offers a glimpse into the myriad of possibilities offered in STEM and the challenges facing women in these fields. Taught by Dr. Jacquelyne Thoni Howard, the FemTech course examines the role that gender plays in shaping technology design. It explores the role that technology specifically plays in women’s lives and the role that product design plays in shaping discourse around women’s relationship with technology. Because most students share the same first-year STEM curriculum, Newcomb Institute also offers academic support to those RLC students that request it. We are deeply excited to continue to provide our students in Current with the networks they need to succeed in STEM fields and close the gender gap by building the language and knowledge to make that possible.
Paying it Forward: Millibeth Currie on creating opportunities in STEM for youth
By Lauren Gaines (LA ’20)
Maya Angelou once said, “When you learn, teach. When you get, give.” Alumna Millibeth Currie (NC ’89) is using her education and experience as a woman in STEM to inspire and empower the next generation of female scientists through her work as the Program Director of Women in Charge: Engineering Women's Lives. Women in Charge, or WIC, as it is affectionately known by students involved, is an empowerment program that seeks to increase the number of female students interested in STEM-based courses and careers. Currie and her colleagues across the region utilize a problem-solving mindset as a catalyst to help girls realize they can engineer the life that they want to have.
“We teach them that they are truly in charge of their choices and their choices will lead to their future
lives,” remarked Currie. Women in Charge began as an idea jotted down in Currie’s planner after a group of her female students came to her about concerns in the classroom. The girls felt they were being overlooked and that boys were getting more help and guidance. Currie quickly discovered that the students were remaining silent and feared asking questions, and this was the piece of the puzzle she needed. “I realized that by being quiet and more passive in the classroom during the early adolescent years, this may have been the reason for the lower math and science test scores our female students had at the time compared to male students. I knew I was onto something, and I had to solve this issue,” said Currie. As a result, Women in Charge: Engineering Women’s Lives was created. Since its inception, WIC has been dedicated to helping female students understand the connection between the real world and what they are learning in the classroom. Currie attributes the success of Women in Charge to the shared vision of her fellow alumnae, colleagues and community leaders who believe in real-world outreach and help make WIC’s most impactful programming happen. Currie, a firm believer that equity comes from opportunity, hopes to create as many opportunities as possible for female students to explore and achieve success in all fields. “By removing the mystery, you remove the fear, and they begin to redefine possibilities and their future,” said Currie. “We speak to them and show them specific paths that will lead to leadership and success.”
Alumna Millibeth Currie (NC ’89) and her students during an outdoor activity for Women in Charge: Engineering Women's Lives
A Collaborative and Interdisciplinary Technology Space
By Jacquelyne Thoni Howard, Ph.D.
Since 2007, Newcomb Institute has supported undergraduates in gaining access to technology applications and building their technical expertise through its student programs and lab spaces. Since then, the technologies and professional practices used in technical fields such as computer science, digital media, digital humanities, digital design, and technology studies have evolved significantly. As the use of technology applications has become mainstream, questions have surfaced regarding how many of these work practices and algorithms have entrenched gender discrimination and racial bias, illuminating the lack of diversity and support that women and other marginalized groups face within these fields.
In response to our students’ growing need to stay current with new technologies and receive tangible work experience, Newcomb Institute has expanded its student program offerings. The Technology and Digital Humanities Lab supports gender equity initiatives in technology by building caring technology-focused communities for undergraduates. Keeping in mind that all fields are now technology fields, the Lab makes technology work and digital research more accessible and relevant for technical and non-technical majors through interdisciplinary collaboration with peers, faculty, and community partners. These programs encourage students to consider how their work connects with social and humanities-based research questions and affects their communities. The Lab continuously strives to build a supportive community where all students regardless of their background can contribute important perspectives while working on technical teams and building relationships with faculty and community members.
The Technology and Digital Humanities Lab at Newcomb Institute, managed by Dr. Jacquelyne Thoni Howard, houses four student programs and two student groups.
• The Digital Research Interns collaborate on an agile scrum team, modeled after the product development workflows across several technology fields. The student-led team works concurrently on a range of digital research projects for Tulane faculty, Newcomb Institute staff, and New Orleans community partners. Working on a scrum team helps students build a digital portfolio of authentic projects in a low-stakes work environment, develop relationships with students and mentors while working collaboratively, and learn skills such as digital media design, data analysis, computing, mapping, and digital archiving. • The Information Technology Interns support the technology operations and infrastructure of Newcomb Institute. These students develop technical projects such as web and graphic design, and provide classroom and A/V support. This internship program will use an agile scrum model starting in the Spring of 2022 to encourage collaboration and mutual support among students. • Grace Hopper Grantees attend the Grace Hopper Celebration each year, where they network with technology industry professionals, attend panels about gender equity in technology, and interview for jobs. • The Gender and Technology Grantee receives a stipend to design and develop a technical project related to a gender topic. Newcomb Institute sponsors these grantees as they apply to the Humanities, Arts, Science and Technology Alliance and Collaboratory (HASTAC) Scholar program. • The Equity in Technology (formerly Women in Technology) and the Society of Women Engineers (SWE) student groups collaborate among peers to network with local STEM leaders, host workshops, and provide academic support.
These experiences provide students with mentorship from faculty and concrete work and networking experiences that supplement their academic work. These programs have impacted the outlook and careers of several Newcomb Alumnae working in various sectors.
Technology Zine
By Emily O’Connell (SSE ’22, LA ’22) Product Developer, Digital Research Internship Program
The Newcomb Technology zine is a yearly publication comprising the work conducted by feminist-minded technologists who make up Newcomb Institute's Technology and Digital Humanities Lab. These cohorts include the Digital Research Interns, the Information Technology Interns, the Grace Hopper Celebration grantees, the Gender and Tech grantees, and student groups. The zine examines the intersections of gender and technology. Interns share posters detailing their collaborative projects with project owners such as Tulane faculty, Newcomb Institute staff, and members of the Greater New Orleans community. Interns also develop interest articles exploring a unique facet of technology through a feminist-minded approach. Grace Hopper Celebration grantees reflect on their experience attending the various educational sessions and networking events at the conference. Additionally, the zine also provides a digital environment for the Gender and Tech grantee to publish a summary of their research project and findings. This synthesis of perspectives and experiences represents the multidisciplinary efforts of the tech cohorts and provides a space for reflection, discourse, and exchange regarding tech and gender issues.
Featured Alumnae
Rebecca Roth (SSE ’17) Bachelor of Science, Applied Computing Systems and Technology Job Title: Cybersecurity Operations Engineer, Dell Technologies
During my junior year, I was extremely fortunate to have been sponsored by Women in Technology (predecessor to Equity in Technology) and the Newcomb Institute to attend the Grace Hopper Conference for Women in Computing. By the end of the conference, I received a summer internship offer at Dell. I would not be where I am today without their confidence, support, and sponsorship. I believe that gender equity initiatives must disaggregate their data and take a more discerning look to identify underrepresentation. Not only do I expect a more serious focus on increasing the percentage for women in technical roles and leadership, but also for underrepresented women often measured only with respect to overall workforce diversity.
Rebecca Roth (SSE ’17)
Siyang Hu (SSE ’19) Maya Angele Pelichet (SSE ’18)
Adelaide Jasica (SSE ’20, PH ’20)
Maya Angele Pelichet (SSE ’18) Bachelor of Science, Computer Science and Applied Computing Systems and Technology, minor in Studio Art. Job Title: UX Designer at Microsoft
I very recently started working on a new team that works on a product called Microsoft Viva Connections. Viva Connections is a platform that helps inform, motivate, and engage employees. Before Viva Connections, I worked on Azure, Microsoft’s cloud platform, for two years. Outside of work, I cohost a podcast, The Designers Toolkit, to help those who are interested in becoming UX designers learn how to succeed in the industry. Newcomb Institute was extremely influential in impacting my values, helping me achieve my career goals, and progressing quickly in my career. Women in Technology (predecessor to Equity in Technology) taught me many things such as how to be a leader and how to mentor others, which are invaluable soft skills that I use daily. Being involved in Women in Technology also exposed me to opportunities such as the NI Collat Media internship. This internship allowed me to develop real work for my portfolio that I was able to use in interviews to get my first job out of college. In fact, I got my first job at the Grace Hopper Celebration of Women in Computer conference, which I was only able to attend because I received a scholarship I applied for through Newcomb. All in all, I attribute much of my early career success to Women in Technology and the many opportunities Newcomb Institute provided me.
Siyang Hu (SSE ’19) Bachelor of Science, Biomedical Engineering and Computer Science Job Title: Senior Data Scientist at PricewaterhouseCoopers (PwC)
Since graduating from Tulane, I’ve been a data scientist focusing on using machine learning and deep learning to solve problems in the Natural Language Processing domain. When clients come to me with needs or asks, I always start with understanding their business problems, and then I translate them into technical tasks. I was involved in the Newcomb Institute’s Digital Research program, where I explored my interests and capabilities in technology. As the project manager, I, along with my team, delivered various technology solutions to the clients, who are faculty and staff at Tulane. In addition, I was exposed to agile methodology that was widely used in software companies.
Adelaide Jasica (SSE ’20, PHTM ’20) Bachelor of Science, Computer Science and Public Health Job Title: Business Data Analyst at Discover Financial Services
My role combines software projects and product management and helps define the processes with which my development team takes in requests, conducts our work, and handles releases of new functionality. This role brings together my technical background, communication skills, and management aspirations. Newcomb Institute’s technology programming provided leadership and technical opportunities, which gave me the confidence to join the technology/software industry and to find a role that fits my values and interests. Newcomb’s programming mirrors the gender equity movement in the tech space by getting people in the door and supporting their growth in a safe-to-fail environment. Currently, I see the [gender equity in technology] movement pushing for intersectional equity across director and executive level positions as well.
Kila Moore (LA ’21) Bachelor of Arts, International Relations Job Title: Development Assistant at Son of a Saint
As the Development Assistant at Son of a Saint, I maintain an organized development operation, build new relationships and funding sources, and strengthen current relationships with donors, potential donors, and sponsors. Whether it is project management, database creation, research, or content development, my work with Newcomb prepared me to work within an environment that integrates social change and technological innovation. Gender equity in tech is more important now than ever. As we continue to learn and change the world around us, we will need initiatives like the Digital Research Internship to bridge the gap between the ever-advancing technological space and the ongoing journey towards an equitable future. I am immeasurably appreciative of Dr. Howard and the rest of my team for such an amazing experience.
Congratulations! Class of 2021
atulations!
Class of 2021
NASA Engineer Meghan Bush on the Importance of Community in Leadership Development
By Lauren Gaines (LA ’20)
The phrase “To infinity and beyond!” comes to mind as one learns of the incredible work alumna Meghan Bush (SSE ’20, *21) is doing as one of the newest research electrical engineers at NASA’s Glenn Research Center. A member of the storied Photovoltaics and Electrochemical Systems Branch, she tests and develops the solar array systems that power satellites, rovers, and lunar and Martian habitats. Bush spends her days on a diverse team characterizing solar arrays in simulated space environments, coordinating high-altitude solar cell tests aboard old spy planes or weather balloons, and working with commercial partners to develop the next generation of power systems for future NASA missions.
“NASA has worked and continues to work hard on cultivating a truly diverse environment in every facet of their workforce,” explains Bush. “This, paired with their mission to educate and inspire future generations of space explorers, makes for an outreach-oriented organization that I am very proud to be a part of.”
Before devoting her energy to the intricacies of space exploration, Bush received her Bachelor of Science in engineering physics with a concentration in mechanical engineering, as well as her Master of Science in Materials Science and Engineering degrees from Tulane. A fond memory of her undergraduate years is her experience with Tulane’s Society of Women Engineers (SWE), a Newcombsponsored student organization.
“I served as treasurer my sophomore year and then as president my junior and senior year,” recalled Bush. “Getting to lead fun programming, professional development events, STEM outreach, and more was a major highlight of my undergraduate career and built up my confidence as an engineer and a leader.”
When it comes to leadership, Bush believes representation plays a critical role in instilling confidence in young women and girls by putting in front of them women who are accomplishing the very same goals to which they aspire. She also stressed that this newfound confidence could take many forms.
“This could mean speaking up in class, pursuing their niche and nerdy interests, or being unapologetically enthusiastic about what they want to do—confidence in themselves is the goal,” expressed Bush. “Growing up with powerful women role models in STEM means young girls won’t ever have to doubt their place in these fields.”
Bush found Newcomb Institute to be an important hub for community, storytelling, and reciprocal support during her time as a Tulane student, and this emphasis on celebrating and supporting students in all disciplines is what Bush says makes Newcomb special.
“Newcomb helps the women in its community by providing a space to interact, learn from one another, and develop deep connections and friendships,” explains Bush. “Sometimes this looks like providing funding for young engineers to attend an engineering conference and network with professionals in their fields. Other times, it looks like supporting a Bob Ross painting night for some stressed out undergrads. Regardless, Newcomb’s tireless support of its STEM community is invaluable and appreciated.”
Dr. Elizabeth C. Bellino on service and global health impacts
By Sue Strachan (NC ’86)
The day after an earthquake of 7.0 magnitude devastated Haiti in 2010, pediatrician Dr. Elizabeth C. Bellino (NC ’98, PHTM *00) was there, working with the United Nations medical field team, helping set up the pediatric medical tent. Among her other duties was initiating a first needs assessment project to determine the resources for pediatric health services for Project Medishare and the University of Miami.
After Bellino earned a bachelor’s degree in anthropology, she received her M.D. from St. George’s University School of Medicine and completed her residency in pediatrics at Tulane University School of Medicine. She then received a Master of Public Health and Tropical Medicine from the School of Public Health and Tropical Medicine at Tulane University.
An introduction to global health concerns came when she completed a two-year Piper Fellowship in International Medicine with a focus on global health, including clinical and educational experience in Rwanda and Uganda, where she spent another year working on a project. Bellino has also been on the ground in Kenya and the Bahamas, dealing with health issues and advising on disaster relief.
Much of what she does in a country “is communicating with Ministry of Health and private aid organizations to get them on the same page.”
Though breaking through the red tape is necessary, it is not her passion. “It is developing hospitals and clinics, at least the pediatric portion,” she said, “helping train medical students and residents in low-resource areas and getting people to be more aware of pediatrics and women’s health.”
It is a path that started in college, when her spark was lit in an anthropology class taught by Professor John Verano of which “Bones, Bodies and Disease: Evidence of Disease and Abnormality in Early Man,” by Calvin Wells was part of the curriculum. “I remember thinking, ‘This is really interesting and [I] would like to pursue this further’,” said Bellino. During this time, this native of Alexandria, Virginia, also got a sense of community and belonging. “To someone between the ages of 18 and 20, the experiences at college were preparing me for the future,” she said.
Because Bellino has not forgotten these moments, she contributed her time on the Newcomb Alumnae Association for six years and is currently on the Newcomb Director’s Advisory Council. In 2013, she was awarded the Outstanding Young Alumna award by the NAA.
Bellino says it is important for her to continue to stay engaged, as well as engage current and new students in Newcomb programs, adding that being on boards helps facilitate new thoughts and ideas, strengthening current projects involving the university.
While the COVID-19 pandemic has put a pause on some of her international duties, Bellino is working as an emergency room physician at Children’s Hospital in New Orleans, which allows her the flexibility to spend time with her husband, also a doctor, and her two children.
The flexibility also allows her to still participate in global relief efforts, including Americares, which she just joined. A global nonprofit, the organization’s focus–health and development that responds to individuals affected by poverty, disaster, or crisis–dovetails with what Bellino does.
Among the biggest challenges Bellino faces with relief work is “how to create the bridge from immediate disaster relief to sustainable health care,” adding it is “the biggest global health issue in addition to COVID-19.”
And she is working hard to make those connections happen.
In the Classroom: Creating space for gender representation in STEM
By Lauren Gaines (LA ’20)
As the struggle for gender equity and representation in the world of science continues, students are taking steps in the classroom every day to ensure there will be curious and engaged young scientists following in their footsteps to create a brighter future. Newcomb Scholar Liandra Niyah (SSE ’22) recalls how the support she received from her peers while pursuing a degree in biomedical engineering made her feel secure in her decision.
“Before Tulane, I was one of the few females and women in my engineering and computer science classes and dealt with lots of sexism from my peers,” remarked Niyah. “STEM, especially engineering, is based on community and groups, so now being surrounded by amazing and intelligent women after my experiences in middle and high school, I feel better about my choices and will to continue in this field.”
Understanding firsthand the transformative power of being told by peers, teachers, and community members that you are capable of being successful in STEM, Niyah uses her experiences to inform the work she does with young students in the New Orleans community through organizations like the Center for K-12 STEM Education, Girls in STEM at Tulane (GIST), and Boys at Tulane in STEM (BATS).
“I found my love for STEM at an early age thanks to the opportunities provided by my schools and family, so to work on getting kids engaged and interested in STEM, especially those from underrepresented groups, is quite fulfilling,” explains Niyah.
While she thinks fondly of her experiences as a female STEM student, Niyah also acknowledges that the field has a long way to go in terms of gender representation and equitable outcomes.
“Although Tulane and Tulane’s STEM majors are heavily female, the field itself is still being directed by men for men,” explains Niyah. “For example, there is not much research on the anatomy, mechanical properties, and medical devices for the female reproductive system. Without people pushing research forward, the devices that happen to be developed and put on the market may not address the real problem and may cause more harm.”
Seeing the clear gender disparities and gaps that exist in her field is what led Niyah to become involved in Newcomb programming as a member of the Society of Women Engineers (SWE) organization and Tulane’s SWE section.
“Newcomb, with their mission, have provided opportunities for women in STEM to develop a community and do great things in their majors,” recounts Niyah. “SWE has given me additional support and opportunities to attend national conferences, get job offers, and connect with graduate schools to continue my path in engineering.”
Niyah is also a member of the 2022 cohort of Newcomb Scholars, and she credits the program with helping her develop her passion for conducting interdisciplinary and intersectional research, as well as utilizing her own identities in her engineering projects.
“Being a Newcomb Scholar has helped me to develop these skills and become more confident and comfortable in who I am,” said Niyah. “Although I don’t have a dream job, my goals are to provide health care equipment and procedures that are more accessible, especially for Indigenous peoples, those in rural areas, and those with disabilities.”
Looking to the future, Niyah hopes to remain an advocate and source of support for other young women hoping to pursue careers in STEM.
In addition to the involvements mentioned, Liandra Niyah also serves as a co-founder of NOSTRA, an upcoming Newcomb publication that provides a platform for the voices of women, nonbinary, and marginalized students in the Newcomb Scholars program. She is also the Outreach Coordinator for the Tulane Society of Women Engineers section and works with Tulane’s Native American Affinity Group (NAAF) enacting positive changes for the Indigenous community at the university.
Gender Representation & Collective Technological Solutions
By Lauren Gaines (LA ’20)
At this unprecedented moment in history, the importance of problem-solving and innovation with community and collective good in mind is not lost on Piper Stevens, a senior studying chemical engineering with a minor in math.
“The discoveries happening in science and technology right now will impact the entire population,” remarked Stevens. “The people conducting research in environmental technology, gene engineering, artificial intelligence, and so many more areas of interest will shape how these technologies alter our global landscape.”
For Stevens, the discovery and implementation of novel technologies and the fight for gender representation and equity in the sciences are movements that must be closely aligned with one another for either to be successful.
“Personally, I have worked on teams composed entirely of male coworkers, and I have felt apprehension when speaking up and sharing ideas in such environments,” recounted Stevens. “It has been researched and proven that diversity cultivates innovation. This is something I agree with both objectively, reading the research, and from my own personal experiences.”
Stevens’ experiences as an undergraduate range from learning about the biological and chemical pathways that help our bodies keep us alive in the chemical engineering course “Applied Biochemistry” with Dr. W.T. Godbey, to conducting National Science Foundation-funded research assessing contamination levels of recycled sand for Glass Half Full NOLA, a local nonprofit founded by Tulane alumni that turns recycled glass from the community into sand for coastal restoration. Her understanding of the need for diverse teams in the fields of science and technology also led Stevens to participate in Newcomb Institute’s Digital Research Internship program for three years under the tutelage of Dr. Jacquelyne Howard, administrative assistant professor of technology and women’s history.
“The most effective tool for me to feel comfortable in STEM as a woman has been engagement in a community of others facing similar experiences,” explained Stevens. “It was great to work to develop digital tools for Tulane faculty and on things like my resume, interview skills, and LinkedIn with my teammates. Ultimately, I really feel like the experience has helped me as I prepare to graduate and move into the professional world.”
In addition to her academic accomplishments, Piper Stevens is also a member of the American Institute for Chemical Engineers (AIChE), Theta Tau, Tulane’s professional engineering fraternity, and Tau Beta Pi, the honors engineering society. She is a DJ on a weekly radio show with WTUL, Tulane’s community-run radio station, and she teaches swim lessons with Swim4Success, an organization that provides free swim instruction for economically disadvantaged families in the New Orleans community.
