Portland, Oregon
June 23, 2024
June 23, 2024
July 12, 2024
Institutional inclusion: Advancing equity and belongingness in engineering education
Equity and Culture & Social Justice in Education Division (EQUITY)
Diversity
14
10.18260/1-2--47425
https://peer.asee.org/47425
51
Ben Lutz is an Assistant Professor of Mechanical Engineering Design at Cal Poly San Luis Obispo. He is the leader of the Critical Research in Engineering and Technology Education (CREATE) group at Cal Poly.
Inclusive teaching is becoming a focal point in engineering education, with numerous calls for practices, measures, etc. to improve teaching and learning for all students. Cultivating inclusive practices within engineering classrooms can encourage persistence and retention in engineering and equip students with the skills necessary for success beyond academia. While inclusive teaching is widely recognized as a crucial component of education, there has been limited research within engineering education. The purpose of this paper is to present preliminary findings from a subset of student and faculty data and chart directions for future work. This study used insights from students and faculty to explore beliefs regarding inclusive teaching in engineering education settings. We used semi-structured interviews to examine beliefs related to inclusive teaching in engineering contexts. Our approach involved using first- and second-cycle methods to describe beliefs and organize them according to dominant themes. Preliminary findings indicate a diverse range of beliefs concerning inclusive teaching and suggest a shared sentiment among students and faculty participants regarding the importance of fostering student-professor personal connections, using inclusive pedagogical methods, and ensuring that courses address issues of diversity, equity, and inclusion in engineering. Given the importance of inclusive teaching in engineering education and its potential to positively impact the profession, our findings can inform faculty practices in ways that engage students and create a stronger sense of belonging in their classrooms. By developing a better understanding of engineering student and faculty beliefs surrounding inclusive teaching, this research can offer guidance on critical pedagogical skills.
Fouch, K., & Camarillo, Z., & Lutz, B. (2024, June), Exploring Student and Faculty Beliefs about Inclusive Teaching in Engineering Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47425
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015