Renata A. Revelo

Renata A. Revelo is a Clinical Professor in the Department of Electrical and Computer Engineering at the University of Illinois Chicago (UIC). Her work focuses on engineering identity, critical consciousness in engineering design, student success and engagement, and engineering culture. She has been recognized for her teaching and advising excellence with multiple awards, including the UIC College of Engineering Teaching Award (2017, 2021, 2024) and Advising Award (2018, 2021, 2023).

• Ph.D. in Educational Organization and Leadership, University of Illinois at Urbana-Champaign (2015)
• M.S. in Electrical Engineering, University of Illinois at Urbana-Champaign (2009)
• B.S. in Electrical Engineering, University of Illinois at Urbana-Champaign (2007)

Her research examines how marginalized students navigate and resist systemic barriers in engineering education, with a focus on Latiné/x/a/o populations. She has developed frameworks for understanding engineering identity formation and mentorship dynamics, emphasizing equity in pedagogical practices.

Revelo’s publications span topics like cultural identity in engineering, socioeconomic influences on student success, and critical race theory applications in education. Her 2024 systematic review explores trends in Latiné/x/a/o student experiences, while her 2016 work outlines a developmental model for research mentoring.

• UIC Teaching Recognition Program (2023)
• Honors College Faculty Fellow (2020)
• Teaching Scholar, UIC Center for the Advancement of Teaching-Learning Communities (2016)
• 1st Place, Outstanding Dissertation Competition (American Association of Hispanics in Higher Education, 2017)
• Grainger Power Engineering Award (University of Illinois, 2009)

As an advisor, Revelo has received consistent recognition for her support of students, blending her technical expertise with a commitment to inclusive education. Her work bridges electrical engineering and educational research, aiming to transform engineering pedagogy through critical consciousness and equity-centered approaches.