Rebecca, Atedero A., author2017-12-082017-12-082016https://hdl.handle.net/10217/185419Includes bibliographical references.Presented at the Envisioning the Future of Undergraduate STEM Education (EnFUSE): Research and Practice Symposium in Washington, DC, April 27-29, 2016.Project title: (EI)2: Exploring Inclusive Engineering Identities through Freshman Engineering Curriculum Change.There is a historic and persistent underrepresentation of women and people of color in engineering. Attempts to encourage broader participation in engineering degree programs focused on the underrepresented populations have produced gains, but their effects have seemed to plateau. Rather than continue to focus on the underrepresented groups, it is time to change the engineering culture writ large to promote inclusive attitudes among all engineers. Promoting inclusion in engineering benefits engineering practice by helping to retain individuals with unique talents and by providing for a cognitively diverse workforce which encourages innovation. The overarching goal of this project is to help engineering students develop an inclusive engineering identity that shows appreciation for diversity and an awareness of how diversity benefits engineering practice. To reach this goal we are designing and implementing activities about diversity and inclusion and its relevance to engineering for first-year engineering students.born digitalPresentation slidesengCopyright 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.Copyright of the original work is retained by the author.engineering educationdiversity in engineeringfirst-year engineering studentsengineering identitywomenunderrepresented minoritiesinclusive engineeringengineering curriculumText