Bilec, M. M., & Vaden, J. M., & Dukes, A., & Hermundstad Nave, A. (2022, February), Creating and Sustaining Inclusive Learning Communities in Engineering  Paper presented at 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity) , New Orleans, Louisiana. 10.18260/1-2--39110

\bibitem{asee_peer_39110}
  Bilec, M. M., \& Vaden, J. M., \& Dukes, A., \& Hermundstad Nave, A. (2022, February), \emph{Creating and Sustaining Inclusive Learning Communities in Engineering}
  Paper presented at 2022 CoNECD (Collaborative Network for Engineering \& Computing Diversity) , New Orleans, Louisiana.
  10.18260/1-2--39110

Melissa M. Bilec, Jessica Moriah Vaden, April Dukes, and Amy  Hermundstad Nave.  "Creating and Sustaining Inclusive Learning Communities in Engineering".  2022 CoNECD (Collaborative Network for Engineering & Computing Diversity) , New Orleans, Louisiana, 2022, February.  ASEE Conferences, 2022.  https://peer.asee.org/39110 Internet.  14 Dec, 2024

\bibitem{asee_peer_39110}
  Melissa M. Bilec, Jessica Moriah Vaden, April Dukes, and Amy  Hermundstad Nave.
  "Creating and Sustaining Inclusive Learning Communities in Engineering".
  \emph{2022 CoNECD (Collaborative Network for Engineering \& Computing Diversity) , New Orleans, Louisiana, 2022, February}.
  ASEE Conferences, 2022.
  https://peer.asee.org/39110 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_39110
author = "Melissa M. Bilec, Jessica Moriah Vaden, April Dukes, and Amy  Hermundstad Nave"
title = "Creating and Sustaining Inclusive Learning Communities in Engineering"
booktitle = "2022 CoNECD (Collaborative Network for Engineering \& Computing Diversity) "
year = "2022"
month = "February"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/39110}
number = {10.18260/1-2--39110}
}

TY  - CPAPER
AB  - Creating and Sustaining Inclusive Learning Communities in Engineering
Jessica Vaden, Kristen Parrish, Amy E. Landis, April Dukes, Melissa M. Bilec

As we face serious challenges in higher education from declining enrollment to public trust, creating an inclusive classroom can offer hope in our faltering times.  Research supports that more inclusive classrooms improve students' learning and academic performance. Since higher education is experiencing declining enrollment, and persistence and completion rates are linked to enrollment, it behooves higher education to retain as many students as possible by creating environments and climates that foster belonging and inclusivity.  While the research on the benefits of inclusive classrooms is evident, our own experiences as STEM educators across three universities suggest that while faculty may desire to create more inclusive classrooms, they may struggle with how to operationalize them, due in part to a lack of tangible guidance.  Our work seeks to address gaps by providing actionable practices for engineering faculty seeking to create more inclusive classrooms.  As a part of this work, we are developing practices that are peer-tested, peer-recommended, and expert evaluated and focusing on high-impact inclusive classroom practices that align with the arc of the course.  This talk, however, will focus on the creation, development, assessment, and key aspects of our inclusive learning communities (ILC), which we believe are critical to inclusive classroom success as they can foster support and provide guidance related to actionable practices.  
AU  - Melissa M. Bilec
AU  - Jessica Moriah Vaden
AU  - April Dukes
AU  - Amy  Hermundstad Nave
CY  - New Orleans, Louisiana
DA  - 2022/02/20
PB  - ASEE Conferences
TI  - Creating and Sustaining Inclusive Learning Communities in Engineering
UR  - https://peer.asee.org/39110
DO  - 10.18260/1-2--39110
ER  -