Vaden, J. M., & Dukes, A., & Nave, A. H., & Bilec, M. M. (2024, June), Board 356: Providing and Implementing Inclusive Practices in Engineering Classrooms: Final Reflections from Three Partner Institutions  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46939

\bibitem{asee_peer_46939}
  Vaden, J. M., \& Dukes, A., \& Nave, A. H., \& Bilec, M. M. (2024, June), \emph{Board 356: Providing and Implementing Inclusive Practices in Engineering Classrooms: Final Reflections from Three Partner Institutions}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--46939

Jessica Moriah Vaden, April Dukes, Amy Hermundstad Nave, and Melissa M. Bilec.  "Board 356: Providing and Implementing Inclusive Practices in Engineering Classrooms: Final Reflections from Three Partner Institutions".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46939 Internet.  10 Dec, 2024

\bibitem{asee_peer_46939}
  Jessica Moriah Vaden, April Dukes, Amy Hermundstad Nave, and Melissa M. Bilec.
  "Board 356: Providing and Implementing Inclusive Practices in Engineering Classrooms: Final Reflections from Three Partner Institutions".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46939 Internet.  10 Dec, 2024

@INPROCEEDINGS{asee_peer_46939
author = "Jessica Moriah Vaden, April Dukes, Amy Hermundstad Nave, and Melissa M. Bilec"
title = "Board 356: Providing and Implementing Inclusive Practices in Engineering Classrooms: Final Reflections from Three Partner Institutions"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46939}
number = {10.18260/1-2--46939}
}

TY  - CPAPER
AB  - Historically marginalized and minoritized students often have negative racially charged and discriminatory experiences in their classrooms that impact their achievement and persistence. Research demonstrates the positive impacts of prioritizing and improving inclusivity in the classroom in order to improve student experiences and belonging. Though these impacts are well studied, faculty in technical disciplines such as engineering have had difficulty finding actionable and relevant guidance. This study aims to address this gap through providing both tools and community to faculty who seek to improve inclusivity in their classrooms. 

In the first two years of this study, we developed and piloted the inclusive engineering practices menu and its accompanying matrix, the inclusive learning communities (ILC) for the faculty participants, and both the student and faculty assessments. This presentation will focus on communicating the cumulative data collected from both student and faculty participants and include results from faculty interviews at each partner institution. We will also discuss how archetypes of the ILCs at each institution may have impacted the experiences in the learning communities and with the study overall as well as the lessons learned from implementing this study across three institutions. We will also link these essential pieces to strategies for supporting successful implementation of inclusive practices in engineering classrooms.

AU  - Jessica Moriah Vaden
AU  - April Dukes
AU  - Amy Hermundstad Nave
AU  - Melissa M. Bilec
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 356: Providing and Implementing Inclusive Practices in Engineering Classrooms: Final Reflections from Three Partner Institutions
UR  - https://peer.asee.org/46939
DO  - 10.18260/1-2--46939
ER  -