Conference Session

Special Topic: Safe Zone Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Robyn Sandekian, University of Colorado, Boulder; Tiago R. Forin, Rowan University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering

Tagged Topics

Special Topic: Safe Zone

Paper ID #24744Safe Zone Level 2 Ally Training (90-minute Workshop)Dr. Stephanie Farrell, Rowan University Dr. Stephanie Farrell is Professor and Founding Chair of Experiential Engineering Education at Rowan University (USA). Prior to 2016 she was a faculty member in Chemical Engineering at Rowan for eigh- teen years. Dr. Farrell has contributed to engineering education through her work in inductive pedagogy, spatial skills, and inclusion and diversity. She has been honored by the American Society of Engineer- ing Education with several teaching awards such as the 2004 National Outstanding Teaching Medal and the 2005

Conference Session

Special Topics: Safe Zone Session 1 - Moved from Tuesday at 1:30 pm

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Robyn Sandekian, University of Colorado, Boulder; Donna M. Riley, Purdue University, West Lafayette ; Christopher Alexander Carr, National Society of Black Engineers

Tagged Topics

Special Topic: Safe Zone

mind. Most of us have biases of which we are unaware. 5. Create equal opportunities for all students to participate in class discussions and answer questions. Beware of low ability signals such as asking women less challenging questions (Schnellmann & Gibbons, 1984). 6. Use diverse examples. In STEM this might include a variety of applications that would be meaningful to different gender identities, sexual orientations, or cultural backgrounds, or that address different societal needs. An instructor might seek opportunities to highlight contributions of LGBTQ engineers or scientists or others from minority or underrepresented groups, giving appropriate acknowledgement to the individual’s