Student-Faculty Interactions to Promote Equity in Engineering

Vandana R. Pamulapati, Allison Godwin, Hector E. Rodriguez-Simmonds, Tara Langus, Justin C. Major, Nelson Pearson, Adam Kirn

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations


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.

Original languageEnglish (US)
Title of host publicationProceedings - 2021 IEEE Frontiers in Education Conference, FIE 2021
PublisherInstitute of Electrical and Electronics Engineers Inc.
ISBN (Electronic)9781665438513
StatePublished - 2021
Externally publishedYes
Event2021 IEEE Frontiers in Education Conference, FIE 2021 - Lincoln, United States
Duration: Oct 13 2021Oct 16 2021

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565


Conference2021 IEEE Frontiers in Education Conference, FIE 2021
Country/TerritoryUnited States

All Science Journal Classification (ASJC) codes

  • Software
  • Education
  • Computer Science Applications


Dive into the research topics of 'Student-Faculty Interactions to Promote Equity in Engineering'. Together they form a unique fingerprint.

Cite this