Fergus, J. W., & Bowers, J. (2023, June), GIFTS: Framing Understanding Implicit Bias as a Professional Skill to First-Year Students  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43796

\bibitem{asee_peer_43796}
  Fergus, J. W., \& Bowers, J. (2023, June), \emph{GIFTS: Framing Understanding Implicit Bias as a Professional Skill to First-Year Students}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43796

Jeffrey W. Fergus P.E. and Jessica Bowers.  "GIFTS: Framing Understanding Implicit Bias as a Professional Skill to First-Year Students".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43796 Internet.  02 May, 2024

\bibitem{asee_peer_43796}
  Jeffrey W. Fergus P.E. and Jessica Bowers.
  "GIFTS: Framing Understanding Implicit Bias as a Professional Skill to First-Year Students".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43796 Internet.  02 May, 2024

@INPROCEEDINGS{asee_peer_43796
author = "Jeffrey W. Fergus P.E. and Jessica Bowers"
title = "GIFTS: Framing Understanding Implicit Bias as a Professional Skill to First-Year Students"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43796}
number = {10.18260/1-2--43796}
}

TY  - CPAPER
AB  - One of the challenges in advancing diversity, equity and inclusion (DEI) is demonstrating the value to those who may not recognize the relevance to their professional life.  In response to this challenge, we have used one class period in a first-year orientation course to introduce implicit bias.  To avoid possible resistance to a DEI topic, the session is framed as a professional skills topic and starts with presentation of ABET student outcomes and NACE career-ready competencies. After review of outcomes and competencies, students are asked to reflect on the competencies they are most confident in at this stage of their education and then assess the competencies needed when developing a new product.   This is followed by a discussion of some engineering products that have failed because the needs of particular populations had not been considered, which sets up a discussion of implicit bias as contributing to these failures.  The focus is on demonstrating that we all have implicit biases because of the way the human brain works, but we need to be aware of them so that they do not impact our judgments and actions. It also introduces students early in their engineering academic experience to the concept of designing a product, process, or infrastructure that can serve the needs and interests of a wide variety of populations. 
AU  - Jeffrey W. Fergus P.E.
AU  - Jessica Bowers
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - GIFTS: Framing Understanding Implicit Bias as a Professional Skill to First-Year Students
UR  - https://peer.asee.org/43796
DO  - 10.18260/1-2--43796
ER  -