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(EI)2: exploring inclusive engineering identities through freshman engineering curriculum change

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dc.contributor.authorAtadero, Rebecca A.
dc.contributor.authorRambo-Hernandez, Karen E.
dc.contributor.authorPaguyo, Christina H.
dc.contributor.authorSchwartz, Jeremy C.
dc.date.accessioned2017-12-07T20:07:24Z
dc.date.available2017-12-07T20:07:24Z
dc.date.issued2017
dc.descriptionThis collection of files includes data sets, conference papers and posters, and descriptions of curriculum materials from the Exploring Inclusive Engineering Identities project. The collection was created during the period from September 2014 through September 2017.
dc.descriptionDepartment of Civil and Environmental Engineering
dc.description.abstractThe engineering workforce needs to better represent the diversity of the society it serves by attracting and retaining students from diverse backgrounds. The process students experience to become engineers requires them to acquire technical knowledge but also to identify with the profession. This project is designing a new curriculum for freshman engineering courses to help shape students' emerging engineering identities and expose students to the important role diversity plays in engineering. The curriculum is created to help students recognize the value that diversity brings to engineering in terms of (a) designing better and innovative solutions, and (b) expanding students' conceptions of who can be an engineer. The project is evaluating the effect of the curriculum on students in two different freshman engineering classes. The research questions include the following: How did the intervention change students' attitudes toward diversity in engineering? How did the intervention change students' ability to recognize themselves and others as an engineer? Both quantitative and qualitative methods are being used in this evaluation. The intellectual merit of the project is its transformational approach to retaining diverse students. In particular, the project seeks to change the culture in the educational and work contexts for engineers rather than simply trying to support students from underrepresented groups in engineering. Furthermore, the project contributes to our understanding of how students form engineering identities. The broader impacts of the project include helping to broaden participation in engineering, preparing students for a global work environment, and improving STEM education.
dc.description.awardNational Science Foundation, Grant # 1432601.
dc.format.mediumZIP
dc.format.mediumCSV
dc.format.mediumPDF
dc.identifier.urihttps://hdl.handle.net/10217/185407
dc.identifier.urihttp://dx.doi.org/10.25675/10217/185407
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Librariesen_US
dc.relation.ispartofResearch Data
dc.relation.isreferencedbyPaguyo, 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: paper, ASEE Annual Conference and Exposition, Conference Proceedings, Seattle, WA, June 14-17, 2015. American Society for Engineering Education. http://hdl.handle.net/10217/185413
dc.relation.isreferencedbyAtadero, Rebecca A., Christina H. Paguyo, Karen E. Rambo-Hernandez, and Heather Henderson, 2016, Promoting Inclusive Engineering Identities in First-Year Engineering Courses: paper, ASEE Annual Conference and Exposition, Conference Proceedings, New Orleans, LA, USA. June 26-28, 2016. American Society for Engineering Education. http://hdl.handle.net/10217/185416
dc.relation.isreferencedbyRambo-Hernadez, Karen, E., Rebecca, A. Atadero, Christina H. Paguyo, and Jeremy Schwartz, 2017, Inclusive Engineering Identities: Two New Surveys to Assess Engineering Students’ Inclusive Values and Behaviors, ASEE Annual Conference and Exposition, Conference Proceedings, Columbus, OH, USA. June 25-28, 2017. American Society for Engineering Education. http://hdl.handle.net/10217/185417
dc.relation.isreferencedbyHenderson, Heather L., Karen E. Rambo-Hernandez, Christina H. Paguyo, Rebecca A. Atadero, 2017, What is the Relationship between Mindset and Engineering Identity for First Year Male and Female Students? An Exploratory Longitudinal Study, ASEE Annual Conference and Exposition, Conference Proceedings, Columbus, OH, USA. June 25-28, 2017. American Society for Engineering Education. http://hdl.handle.net/10217/185418
dc.relation.isreferencedbyAtadero, Rebecca A., 2016, Promoting a Culture of Inclusion in First-Year Engineering Courses, Envisioning the Future of Undergraduate STEM Education (EnFUSE): Research and Practice Symposium in Washington, DC, April 27-29, 2016. https://hdl.handle.net/10217/185419
dc.relation.isreferencedbyAtadero, Rebecca A., Karen E. Rambo-Hernandez, Christina H. Paguyo, and Jennifer Francis, 2016, Creating inclusive environments in first-year engineering classes to support student retention and learning: presentation, ASEE's 123rd Annual Conference & Exposition in New Orleans, LA, USA, June 26-28, 2016. https://hdl.handle.net/10217/185415
dc.relation.isreferencedbyAtadero, Rebecca A., Christina H. Paguyo, Karen E. Rambo-Hernandez, and Heather Henderson, 2016, Promoting Inclusive Engineering Identities in First-Year Engineering Courses: poster, ASEE Annual Conference and Exposition, Conference Proceedings, New Orleans, LA, USA. June 26-28, 2016. American Society for Engineering Education. https://hdl.handle.net/10217/185414
dc.subjectEngineering education
dc.subjectdiversity and inclusion
dc.subjectfirst-year students
dc.subjectcurriculum
dc.title(EI)2: exploring inclusive engineering identities through freshman engineering curriculum changeen_US
dc.typeDataseten_US

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