Allado, S., & Gossage, L. G. (2025, April), Enhancing the Engineering Identity through The Fearless Classroom™  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55174

\bibitem{asee_peer_55174}
  Allado, S., \& Gossage, L. G. (2025, April), \emph{Enhancing the Engineering Identity through The Fearless Classroom™}
  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California.
  10.18260/1-2--55174

Shannen Allado and Lily G. Gossage.  "Enhancing the Engineering Identity through The Fearless Classroom™".  2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April.  ASEE Conferences, 2025.  https://peer.asee.org/55174 Internet.  18 Jul, 2025

\bibitem{asee_peer_55174}
  Shannen Allado and Lily G. Gossage.
  "Enhancing the Engineering Identity through The Fearless Classroom™".
  \emph{2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55174 Internet.  18 Jul, 2025

@INPROCEEDINGS{asee_peer_55174
author = "Shannen Allado and Lily G. Gossage"
title = "Enhancing the Engineering Identity through The Fearless Classroom™"
booktitle = "2025 ASEE PSW Conference"
year = "2025"
month = "April"
address = "California Polytechnic University, California"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55174}
number = {10.18260/1-2--55174}
}

TY  - CPAPER
AB  - Navigating academic and social spaces in STEM can feel overwhelming, intimidating, and unfamiliar for undergraduate engineering students.  Historically, students vocalized their fear of judgment from others, making mistakes in class, challenging faculty knowledge, and feeling vulnerable in the classroom (Cal Poly Pomona, 2024).  The Fearless Classroom™ initially began as a faculty workshop series aimed at teaching faculty how to increase student engagement by creating psychologically safe classroom communities to address such issues (Cal Poly Pomona, 2024).  In Fall 2022, the student edition of The Fearless Classroom™ was introduced as a key component of the cohort-based program, Maximizing Engineering Potential (MEP) & Women in Science and Engineering (WiSE).  Undergraduate students develop an understanding what it means to contribute to a psychologically safe classroom where they can be themselves, develop community and sense of belonging, and succeed as a student and future professional.  The components of The Fearless Classroom™ build on students’ social-emotional learning with the topics focusing on cultivating a psychologically safe environment, learning about implicit bias, combatting imposter syndrome, and developing a fearless leadership mindset (Cal Poly Pomona, 2024).  Supporting undergraduate engineering students in their development of an engineering identity through social-emotional learning can build their confidence and well-being, improve their academic performance, enhance job readiness, and create more equitable communities.  This paper addresses the following questions: (1) How does The Fearless Classroom™ contribute to students’ development of their engineering identity? (2) What factors of social-emotional learning impact the development of an engineering student?
AU  - Shannen Allado
AU  - Lily G. Gossage
CY  - California Polytechnic University, California
DA  - 2025/04/10
PB  - ASEE Conferences
TI  - Enhancing the Engineering Identity through The Fearless Classroom™
UR  - https://peer.asee.org/55174
DO  - 10.18260/1-2--55174
ER  -