Student-Faculty Interactions to Promote Equity in Engineering

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.