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Promoting inclusive engineering identities in first-year engineering courses: paper

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dc.contributor.authorAtadero, Rebecca A., author
dc.contributor.authorPaguyo, Christina H., author
dc.contributor.authorRambo-Hernandez, Karen E., author
dc.contributor.authorHenderson, Heather Lysbeth, author
dc.contributor.authorASEE, publisher
dc.date.accessioned2017-12-08T17:44:38Z
dc.date.available2017-12-08T17:44:38Z
dc.date.issued2016
dc.descriptionIncludes bibliographical references.
dc.descriptionPaper given at the ASEE's 123rd Annual Conference & Exposition in New Orleans, Louisiana, USA, June 26-28, 2016.
dc.descriptionPaper ID #14895.
dc.description.abstractIn order to cultivate a diverse and inclusive engineering student population, engineering programs must purposefully teach engineering students to identify as engineers, appreciate diversity, and work in inclusive environments. In this NSF-funded project, we collaborate with engineering faculty to design and implement interventions for first-year engineering students to strengthen their engineering identities and raise their awareness of how diversity benefits the engineering profession. This paper and poster describe the activities implemented during the first intervention year of the project and preliminary findings. The paper addresses the following questions: 1. What experimental intervention activities potentially support engineering students in developing engineering identities and appreciating diversity? 2. What patterns emerge in participants' engineering identities and appreciation of diversity after the experimental intervention activities have been implemented? Do these patterns differ by section or by sex? To answer the first inquiry, we describe the experimental intervention activities and the classroom contexts in which they were implemented. Then a quantitative analysis of survey data is summarized to address the second inquiry. We conclude this paper with ideas about how to improve the efficacy and transportability of experimental intervention activities so they can be adapted for multiple classroom environments and professor teaching styles.
dc.description.sponsorshipNational Science Foundation, Grant # 1432601.
dc.format.mediumborn digital
dc.format.mediumproceedings (reports)
dc.identifier.bibliographicCitationAtadero, Rebecca A., Christina H. Paguyo, Karen E. Rambo-Hernandez, and Heather Henderson, 2016, Promoting Inclusive Engineering Identities in First-Year Engineering Courses. In ASEE Annual Conference and Exposition, Conference Proceedings, New Orleans, LA, USA. June 26-28, 2016. American Society for Engineering Education.
dc.identifier.urihttps://hdl.handle.net/10217/185416
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.titlePromoting inclusive engineering identities in first-year engineering courses: paper
dc.typeText

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