TY - GEN
T1 - Student-Faculty Interactions to Promote Equity in Engineering
AU - Pamulapati, Vandana R.
AU - Godwin, Allison
AU - Rodriguez-Simmonds, Hector E.
AU - Langus, Tara
AU - Major, Justin C.
AU - Pearson, Nelson
AU - Kirn, Adam
N1 - Funding Information:
I. INTRODUCTION Now, more than ever, the need to prepare engineers to work in diverse teams and to create cultures of inclusion is imperative. With the current racial reckoning ongoing in the United States spurred by the Black Lives Matter movement in the wake of the murder of George Floyd, increased attention has been given to ongoing issues of systemic racism. Engineering is not immune from these issues, and has been historically constructed as white and male [1-3]. However, students are not well prepared to understand and implement diversity, equity, and inclusion (DEI) concepts into their engineering practice. Additionally, they do not often receive this kind of instruction as a part of their college This work was supported through funding by National Science Foundation (NSF 1531586 and 1531174). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the
Publisher Copyright:
© 2021 IEEE.
PY - 2021
Y1 - 2021
N2 - This full research paper investigates how faculty understanding and preparation to discuss diversity, equity, and inclusion in the classroom affects students' understanding of these topics and abilities to create inclusive teaming cultures. Inclusive teaming is an essential part of engineering education and one of the key ABET student outcomes. However, students are rarely given the skills needed to effectively support truly equitable teaming environments. This ethnographic case study uses data from a single-institution with a core mission of diversity, equity, and inclusion embedded in the vision, mission, practices, and pedagogy. Multiple sources of data were collected including observations, interviews, surveys, and artifacts. This study focuses on the faculty (\mathrm{n}=6) and student interviews (\mathrm{n}=12) conducted in Spring 2019. Together, these multiple streams of data provide key insights into particular faculty attitudes, philosophies, and practices that support students' development of DEI capacity.
AB - This full research paper investigates how faculty understanding and preparation to discuss diversity, equity, and inclusion in the classroom affects students' understanding of these topics and abilities to create inclusive teaming cultures. Inclusive teaming is an essential part of engineering education and one of the key ABET student outcomes. However, students are rarely given the skills needed to effectively support truly equitable teaming environments. This ethnographic case study uses data from a single-institution with a core mission of diversity, equity, and inclusion embedded in the vision, mission, practices, and pedagogy. Multiple sources of data were collected including observations, interviews, surveys, and artifacts. This study focuses on the faculty (\mathrm{n}=6) and student interviews (\mathrm{n}=12) conducted in Spring 2019. Together, these multiple streams of data provide key insights into particular faculty attitudes, philosophies, and practices that support students' development of DEI capacity.
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U2 - 10.1109/FIE49875.2021.9637422
DO - 10.1109/FIE49875.2021.9637422
M3 - Conference contribution
AN - SCOPUS:85123844778
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - Proceedings - 2021 IEEE Frontiers in Education Conference, FIE 2021
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2021 IEEE Frontiers in Education Conference, FIE 2021
Y2 - 13 October 2021 through 16 October 2021
ER -