TY - JOUR
T1 - Rethinking Engineering Diversity, Transforming Engineering Diversity (REDTED)
AU - Forin, Tiago R.
AU - Sukumaran, Beena
AU - Farrell, Stephanie
AU - Hartman, Harriet
AU - Jahan, Kauser
AU - Dusseau, Ralph Alan
AU - Bhavsar, Parth
AU - Hand, Jeff
AU - Bruckerhoff, Theresa F.S.
N1 - Funding Information:
Kauser Jahan, is a Professor of Civil and Environmental Engineering at Rowan University. She received her B.S.C.E. from the Bangladesh University of Engineering and Technology, an MSCE from the University of Arkansas, Fayetteville and a Ph.D. from the University of Minnesota, Minneapolis. Her passion as an educator and mentor has been recognized by many professional organizations over the years. She is the recipient of the Gloucester County Women of Achievement Award, Lindback Foundation Teaching Award, the NJ ASCE Educator of the Year award, the Gary J. Hunter Excellence in Mentoring Award, the ASEE Environmental Engineering Division Meritorious Service Award, the ASEE Women in Engineering Division Sharon A. Keillor Award and the WEPAN Women in Engineering Initiative Award. She has been instrumental in establishing the Attracting Women into Engineering, the Engineers on Wheels and Engineering Clinics for Teachers programs at Rowan University. She has served as the Institutional Representative and Advisory Board Chair for the Women’s Professional Network at Rowan University for six years and currently is an advisory board member of the New Jersey Chapter of the American Council on Education (ACE) Office of Women in Higher Education (OWHE). She received a Fulbright award in 2015.
Funding Information:
The research project described in this paper is titled “Rethinking Engineering Diversity, Transforming Engineering Diversity (REDTED),” which is part of the National Science Foundation, Revolutionizing Engineering Department (RED) grants. The project is in its first year and therefore what is described in this paper will be a brief overview of the project and some of the work done during the first year. The proposed research is to explore how the representation of women and Underrepresented Minority (URM) students and historically underserved groups will be increased in an engineering department by deploying a multi-pronged approach. Our definition of diverse student populations includes both visible differences such as gender and racial minorities, but also includes invisible differences such as poor, LGBTQ, disabled, veterans, and others. The approach includes curricular and extra-curricular reform, which is targeted at the Civil and Environmental Engineering (CEE) Department at Rowan and includes: a) Radically changing admission standards to promote excellence; b) Enhancing the perception and understanding of diversity and equality among students, faculty and administrators to create a more inclusive environment; c) Developing Advocate and Allies Mentoring Program for first year, and transfer students; d) Transforming existing engineering curriculum of second and third year from a narrow sub-discipline based approach to a more inclusive, system-based approach; e) Enriching students’ aspirations by providing successful and diverse role models from industry and academia; and f) Developing a model for inclusion of diverse students.
PY - 2017/6/24
Y1 - 2017/6/24
N2 - The research project described in this paper is titled "Rethinking Engineering Diversity, Transforming Engineering Diversity (REDTED)," which is part of the National Science Foundation, Revolutionizing Engineering Department (RED) grants. The project is in its first year and therefore what is described in this paper will be a brief overview of the project and some of the work done during the first year. The proposed research is to explore how the representation of women and Underrepresented Minority (URM) students and historically underserved groups will be increased in an engineering department by deploying a multi-pronged approach. Our definition of diverse student populations includes both visible differences such as gender and racial minorities, but also includes invisible differences such as poor, LGBTQ, disabled, veterans, and others. The approach includes curricular and extra-curricular reform, which is targeted at the Civil and Environmental Engineering (CEE) Department at Rowan and includes: a) Radically changing admission standards to promote excellence; b) Enhancing the perception and understanding of diversity and equality among students, faculty and administrators to create a more inclusive environment; c) Developing Advocate and Allies Mentoring Program for first year, and transfer students; d) Transforming existing engineering curriculum of second and third year from a narrow sub-discipline based approach to a more inclusive, system-based approach; e) Enriching students' aspirations by providing successful and diverse role models from industry and academia; and f) Developing a model for inclusion of diverse students. The study is unique in that the definition of diversity is expanded to include both visible and invisible aspects. It also takes a comprehensive approach in seeking to attract a more diverse population into engineering while also making sure that the diverse students who do choose to pursue engineering find an inclusive and welcoming climate. The first year of the study has included conducting surveys of students and faculty to get baseline data on the attitudes to inclusivity. It will also include faculty workshops to begin the process of modifying our curriculum. In addition, the peer mentoring program and its structure is also being discussed and student workshops will be conducted to develop peer mentoring skills.
AB - The research project described in this paper is titled "Rethinking Engineering Diversity, Transforming Engineering Diversity (REDTED)," which is part of the National Science Foundation, Revolutionizing Engineering Department (RED) grants. The project is in its first year and therefore what is described in this paper will be a brief overview of the project and some of the work done during the first year. The proposed research is to explore how the representation of women and Underrepresented Minority (URM) students and historically underserved groups will be increased in an engineering department by deploying a multi-pronged approach. Our definition of diverse student populations includes both visible differences such as gender and racial minorities, but also includes invisible differences such as poor, LGBTQ, disabled, veterans, and others. The approach includes curricular and extra-curricular reform, which is targeted at the Civil and Environmental Engineering (CEE) Department at Rowan and includes: a) Radically changing admission standards to promote excellence; b) Enhancing the perception and understanding of diversity and equality among students, faculty and administrators to create a more inclusive environment; c) Developing Advocate and Allies Mentoring Program for first year, and transfer students; d) Transforming existing engineering curriculum of second and third year from a narrow sub-discipline based approach to a more inclusive, system-based approach; e) Enriching students' aspirations by providing successful and diverse role models from industry and academia; and f) Developing a model for inclusion of diverse students. The study is unique in that the definition of diversity is expanded to include both visible and invisible aspects. It also takes a comprehensive approach in seeking to attract a more diverse population into engineering while also making sure that the diverse students who do choose to pursue engineering find an inclusive and welcoming climate. The first year of the study has included conducting surveys of students and faculty to get baseline data on the attitudes to inclusivity. It will also include faculty workshops to begin the process of modifying our curriculum. In addition, the peer mentoring program and its structure is also being discussed and student workshops will be conducted to develop peer mentoring skills.
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M3 - Conference article
AN - SCOPUS:85030554182
VL - 2017-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
SN - 2153-5965
T2 - 124th ASEE Annual Conference and Exposition
Y2 - 25 June 2017 through 28 June 2017
ER -