Diversity and Inclusion in Engineering: Students’ Perceptions of Learning and Engaging with Difference
- Conference
- Location
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Salt Lake City, Utah
- Publication Date
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June 23, 2018
- Start Date
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June 23, 2018
- End Date
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July 27, 2018
- Conference Session
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Diversity and Inclusion: Concepts, Mental Models, and Interventions
- Tagged Division
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Liberal Education/Engineering & Society
- Tagged Topic
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Diversity
- Page Count
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13
- DOI
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10.18260/1-2--30340
- Permanent URL
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https://peer.asee.org/30340
- Download Count
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696
Paper Authors
Sean M. Eddington Purdue University, West Lafayette
Sean Eddington is a doctoral candidate in the Brian Lamb School of Communication studying organizational communication. He earned his B.A. in History from Purdue University, and his M.S. from Northwest Missouri State University. Sean’s research interests exist at the intersections of organizational communication, online organizing, resilience, and gender. He has researched new engineering faculty experiences throughout their on-boarding process, and has been published in 2015 Proceedings of the American Society for Engineering Education along with his research team. Eddington has also served as a series editor, contributed to trade publications, and facilitated workshops all related to higher education administrators’ work experiences.
Carla B. Zoltowski Purdue University, West Lafayette
Carla B. Zoltowski is an assistant professor of engineering practice in the Schools of Electrical and Computer Engineering and (by courtesy) Engineering Education, and Director of the Vertically Integrated Projects (VIP) Program within the College of Engi
Andrew O. Brightman Purdue University, West Lafayette
Andrew O. Brightman serves as Assistant Head for Academic Affairs and Associate Professor of Engineering Practice in the Weldon School of Biomedical Engineering. His research background is in cellular biochemistry, tissue engineering, and engineering ethi
Rucha Joshi
Purdue University, West Lafayette
orcid.org/0000-0002-0456-233X
Rucha received her BS in Biotechnology from Kolhapur, India and thereafter came to Vanderbilt University to work on her MS developing smart bio-materials for drug delivery applications. A biomedical engineer with expertise in biomaterials, tissue engineering, and drug delivery, Rucha is now pursuing post-doctoral research in biomedical engineering education. She is passionate about STEM pedagogy, design thinking, project-based learning and educational entrepreneurship.
Patrice Marie Buzzanell
Purdue University, West Lafayette
orcid.org/0000-0003-0058-7676
Patrice M. Buzzanell is Distinguished University Professor and immediate past Chair of the Department of Communication at the University of South Florida and Endowed Visiting Professor for the School of Media and Design at Shanghai Jiaotong University. Fellow and Past President of the International Communication Association (ICA), she also is a Distinguished Scholar for the National Communication Association (NCA), Past President of the Council of Communication Associations, and Past President and Wise Woman of the Organization for the Study of Communication, Language, and Gender. She has received career achievement awards from ICA, NCA, the Central States Communication Association, and Purdue University where she was a Distinguished University Professor in communication and engineering education (by courtesy) and Endowed Chair and Director of the Susan Bulkeley Butler Center for Leadership Excellence. Her primary research areas are organizational communication, career, work-life, resilience, feminist/gender, and design. Her grants have focused on ethics, institutional transformation, and diversity-equity-inclusion-belongingness in the professional formation of engineers.
David Torres Purdue University, West Lafayette
David is a fourth year doctoral candidate in the Brian Lamb School of Communication at Purdue University pursuing a PhD in Organizational Communication with a minor in data analysis and research methodology. His research interests reside at the intersection of organizational communication, identity, design, and organizational ethics.
Abstract
This project explores how engineering students understand diversity and inclusion within their engineering programs, and how these understandings are shaped by aspects of the environment in which they are situated. Our study is a component of a broader research project that is examining the seemingly intractable problems of diversity and inclusion that emerge through the converging threads of formation of professional identity and culture of engineering disciplines. In this study we utilized a qualitative analysis of interview data to explore the undergraduate students’ perceptions of diversity and inclusion within the School of Electrical and Computer Engineering (ECE) at Purdue University [1]. Our interview draws upon cultural dimensions of engineering disciplines that encourage student to reflect upon and assess diversity and inclusion efforts within ECE [2]. To interrogate students’ perceptions of diversity and inclusion, we interviewed 13 current or past undergraduate ECE students. With nearly 40 percent of the undergraduate ECE students identifying as international students, such a significant international population poses tremendous learning opportunities as well as challenges related to diversity and inclusion. Thus, formal efforts within ECE have been made to bridge cultural differences, develop intercultural competencies, and promote inclusion of internationally and domestically diverse ECE members. However, these efforts have met with mixed results. Our analysis of the interview data suggests that these efforts often were not aligned with literature about how to successfully bridge culture differences in that they lacked an explicit focus on students’ understandings of diversity and inclusion, nor did they provide opportunities for students to reflect on their personal and educational experiences.
In what follows, we first examine the framing of scholarship about diversity and inclusion within engineering and then draw upon literature using Kolb’s experiential learning models to illuminate the transformational nature that reflection plays within establishing ways of viewing complex social problems. With this combination and reimagining of reflection as a pathway to more deeply understanding diversity and inclusion, we describe our research methods, data analysis, and the findings from our qualitative analysis. Finally, we conclude with a discussion of the tensions pertaining to difference and sameness that emerged through our analysis. Namely, formal efforts within ECE required both scaffolding and intentionality. Without proper facilitation, the central role that diversity and inclusion plays within professional formation appeared forced, created more cultural isolation, or students ignored these efforts altogether to complete assignments. We conclude by offering both theoretical and pragmatic implications for engineering curriculum.
Eddington, S. M., & Zoltowski, C. B., & Brightman, A. O., & Joshi, R., & Buzzanell, P. M., & Torres, D. (2018, June), Diversity and Inclusion in Engineering: Students’ Perceptions of Learning and Engaging with Difference Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30340
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