Equity, Rigor, and Access: The New ERA of Engineering

Benjamin Richmond; Gregory L. Heileman; Kian G. Alavy

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
Tagged Divisions: Equity and Culture & Social Justice in Education Division (EQUITY)
Tagged Topic: Diversity
Page Count: 8
Permanent URL: https://peer.asee.org/56437

Paper Authors

biography

Benjamin Richmond The University of Arizona

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Ben serves as the Manager of Undergraduate Education Initiatives in the University of Arizona’s Division of Undergraduate Education in the Office of the Provost. He earned his BS in Public Health and MPH from the University of Arizona and is currently pursuing a PhD in Higher Education. Ben’s research interest is in understanding the social and cultural barriers students face in pursuing higher education and developing higher education pathways for students. With this research focus, Ben has devolved programs that target students throughout their academic journey and use culturally anchored curriculum to increase students’ knowledge and skills, improve students’ self-efficacy in pursuing higher education, increase sense of belonging on a university campus, and help students navigate campus systems.

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biography

Gregory L. Heileman The University of Arizona orcid.org/0000-0002-5221-5682

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Gregory (Greg) L. Heileman currently serves as the Associate Vice Provost for Academic Administration and Professor of Electrical and Computer Engineering at the University of Arizona, where he is responsible for facilitating collaboration across campus t

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Kian G. Alavy University of Arizona

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Kian Alavy is Director of Strategic Planning and Initiatives for the Division of Undergraduate Education and a doctoral student in Higher Education at the University of Arizona. Kian is interested in the history and evolution of undergraduate education offices at research universities in the United States, particularly their current nationwide organization around high-impact practices (HIPs). He earned his MA in Middle Eastern and North African Studies at the University of Arizona and his BA in History from the University of Minnesota.

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Abstract

In this paper we describe our work in progress paper Equity, Rigor, and Access: The New ERA of Engineering. This project is a multi-university collaborative that includes partners from University 1, University 2, and University 3, that aims to promote equitable attainment of engineering degrees by utilizing data-driven interventions across multiple universities. Engineering education has long struggled with barriers to equity, particularly among marginalized, Pell-eligible, and first-generation students. By leveraging student performance data, curricular structures, and demographic information, this collaborative will create targeted interventions that improve retention, academic success, and degree completion in engineering.

Guided by Kotter’s Change Model (KCM), the project takes a structured approach to institutional transformation. By following Kotter’s eight steps, this effort drives momentum, and fosters change in engineering education. Using KCM ensures that each phase of the initiative, from planning to execution, is supported by strong leadership and clear communication, which are critical for overcoming resistance and maintaining progress.

The project is structured around three primary goals: (1) establish a sustainable network for collaboration among faculty and institutions, (2) create a replicable model for interventions and learning strategies to address multi-disciplinary academic preparation barriers to pursuing engineering degrees, and (3) improve the equitable attainment of engineering degrees. To achieve these goals, four specialized working groups have been established including Data and Dashboards, Math Preparation, Faculty Development, and Funding. Each group is tasked with addressing critical aspects of student support, faculty training, and institutional collaboration.

The Data and Dashboards group is charged with developing real-time data dashboards that disaggregate student performance by key demographics, offering actionable insights into course-level outcomes. This will enable faculty to make informed decisions on curriculum adjustments and teaching methods. Simultaneously, the Math Preparation group works to design interventions to support students who are not calculus ready. These interventions aim to level the playing field for students, providing them with the necessary skills to succeed in core engineering courses. The Faculty Development group provides professional development resources and works with faculty to interpret student data effectively and apply evidence-based teaching strategies to foster a more inclusive learning environment. In parallel, the Funding group is responsible for identifying and securing financial resources to support ongoing project efforts, ensuring the initiative’s long-term sustainability.

Through this multifaceted approach, Equity, Rigor, and Access: The New ERA of Engineering aims to reshape engineering education by fostering an environment where all students, regardless of background, have equitable opportunities to succeed and thrive in their pursuit of an engineering degree. By focusing on institutional and structural changes, the project ensures long-term impact and sustainability, creating a transformative blueprint for the future of engineering education.

Citation
Format

Richmond, B., & Heileman, G. L., & Alavy, K. G. (2025, June), Equity, Rigor, and Access: The New ERA of Engineering Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56437

TY - CPAPER
AB - In this paper we describe our work in progress paper Equity, Rigor, and Access: The New ERA of Engineering. This project is a multi-university collaborative that includes partners from University 1, University 2, and University 3, that aims to promote equitable attainment of engineering degrees by utilizing data-driven interventions across multiple universities. Engineering education has long struggled with barriers to equity, particularly among marginalized, Pell-eligible, and first-generation students. By leveraging student performance data, curricular structures, and demographic information, this collaborative will create targeted interventions that improve retention, academic success, and degree completion in engineering.

Guided by Kotter’s Change Model (KCM), the project takes a structured approach to institutional transformation. By following Kotter’s eight steps, this effort drives momentum, and fosters change in engineering education. Using KCM ensures that each phase of the initiative, from planning to execution, is supported by strong leadership and clear communication, which are critical for overcoming resistance and maintaining progress.

The project is structured around three primary goals: (1) establish a sustainable network for collaboration among faculty and institutions, (2) create a replicable model for interventions and learning strategies to address multi-disciplinary academic preparation barriers to pursuing engineering degrees, and (3) improve the equitable attainment of engineering degrees. To achieve these goals, four specialized working groups have been established including Data and Dashboards, Math Preparation, Faculty Development, and Funding. Each group is tasked with addressing critical aspects of student support, faculty training, and institutional collaboration.

The Data and Dashboards group is charged with developing real-time data dashboards that disaggregate student performance by key demographics, offering actionable insights into course-level outcomes. This will enable faculty to make informed decisions on curriculum adjustments and teaching methods. Simultaneously, the Math Preparation group works to design interventions to support students who are not calculus ready. These interventions aim to level the playing field for students, providing them with the necessary skills to succeed in core engineering courses. The Faculty Development group provides professional development resources and works with faculty to interpret student data effectively and apply evidence-based teaching strategies to foster a more inclusive learning environment. In parallel, the Funding group is responsible for identifying and securing financial resources to support ongoing project efforts, ensuring the initiative’s long-term sustainability.

Through this multifaceted approach, Equity, Rigor, and Access: The New ERA of Engineering aims to reshape engineering education by fostering an environment where all students, regardless of background, have equitable opportunities to succeed and thrive in their pursuit of an engineering degree. By focusing on institutional and structural changes, the project ensures long-term impact and sustainability, creating a transformative blueprint for the future of engineering education.
AU - Benjamin Richmond
AU - Gregory L. Heileman
AU - Kian G. Alavy
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Equity, Rigor, and Access: The New ERA of Engineering
UR - https://peer.asee.org/56437
ER -