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Creating inclusive environments in first-year engineering classes to support student retention and learning: paper

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dc.contributor.authorPaguyo, Christina H., author
dc.contributor.authorAtedero, Rebecca A., author
dc.contributor.authorRambo-Hernandez, Karen E., author
dc.contributor.authorFrancis, Jennifer, author
dc.contributor.authorASEE, publisher
dc.date.accessioned2017-12-08T17:44:37Z
dc.date.available2017-12-08T17:44:37Z
dc.date.issued2015
dc.descriptionIncludes bibliographical references.
dc.descriptionPaper given at the ASEE's 122nd Annual Conference & Exposition in Seattle, Washington, June 14-15, 2015.
dc.descriptionPaper ID #12401.
dc.description.abstractA new NSF-funded experimental study seeks to incorporate innovative curriculum activities that cultivate inclusive engineering identities and demonstrate how the engineering profession benefits from diversity. We intend to expand first-year engineering student perceptions about who can be an engineer and what engineers do. This effort aims to create a cultural shift in engineering departments so students think beyond stereotypical perceptions of who belongs to the engineering profession (White men) toward more expansive notions about how the engineering profession needs diversity to thrive. Arguably, inclusive engineering departments will contribute to the retention and success of students who are underrepresented in engineering in terms of gender and race, but also in terms of backgrounds, talents, and interests. In this paper, we begin with an overview of scholarship regarding pedagogical practices that foster strong engineering identities and position diversity as essential for strong engineering practice. Next, we address the following research question: How do freshmen engineering students in traditional engineering courses identify with engineering and perceive diversity in engineering? To answer this question, we summarize findings from preliminary survey by tracking over time the engineering identities and perceptions about diversity in engineering of engineering freshmen during their first semester in two existing first-year courses. We conclude with theoretically-based and evidence-driven activities that will be incorporated in the same first-year engineering courses in subsequent years of this NSF grant.
dc.description.sponsorshipNational Science Foundation, Grant # 1432601.
dc.format.mediumborn digital
dc.format.mediumproceedings (reports)
dc.identifier.bibliographicCitationPaguyo, Christina. H., Rebecca A. Atadero, Karen E. Rambo-Hernandez, and Jennifer Francis, 2015, Creating Inclusive Environments in First-Year Engineering Classes to Support Student Retention and Learning. In ASEE Annual Conference and Exposition, Conference Proceedings, Seattle, WA, June 14-17, 2015. American Society for Engineering Education.
dc.identifier.urihttps://hdl.handle.net/10217/185413
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartofResearch Data - (EI)2: Exploring Inclusive Engineering Identities through Freshman Engineering Curriculum Change
dc.relation.referencesAtadero, Rebecca, Karen Rambo-Hernandez, Christina Paguyo, and Jeremy Schwartz, (EI)2: Exploring Inclusive Engineering Identities through Freshman Engineering Curriculum Change, 2017.
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectengineering education
dc.subjectdiversity in engineering
dc.subjectfirst-year engineering students
dc.subjectengineering identity
dc.subjectwomen
dc.subjectunderrepresented minorities
dc.subjectinclusive engineering
dc.subjectengineering curriculum
dc.titleCreating inclusive environments in first-year engineering classes to support student retention and learning: paper
dc.typeText

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Research Data - (EI)2: Exploring Inclusive Engineering Identities through Freshman Engineering Curriculum Change