My scholarship currently focuses on applying liberative pedagogies in engineering education, leveraging best practices from women’s studies and ethnic studies to engage students in creating a democratic classroom that encourages all voices. In 2005 I received a CAREER award from the National Science Foundation to support this work, which includes developing, implementing, and assessing curricular and pedagogical innovations based on liberative pedagogies and student input at Smith, and understanding how students at Smith conceptualize their identities as engineers. I seek as an engineering educator to be part of a paradigm shift that these pedagogies demand, repositioning concerns about diversity in science and engineering from superficial measures of equity as headcounts, to addressing justice and the genuine engagement of all students as core educational challenges....
And there you were, thinking that the hard sciences and engineering were immune to this kind of thing, because they are about numbers.
Anybody object to bringing cultural politics into the engineering classroom? Anybody think there’s something … off about using engineering courses to “de-center” Western civilization? Go ahead, I dare you to object. You and your white male science privilege!
Here’s the kind of thing Purdue engineering students can expect henceforth. 
It’s from the blog of one of Dr. Riley’s students at Smith, who writes approvingly:
Read on and fear for our country!