(2022, July), Helping Students Develop their Cross Cultural Communication Skills to Promote a More Diverse and Inclusive Learning Environment.  Paper presented at 2022 First-Year Engineering Experience, East Lansing, Michigan. 10.18260/1-2--42241

\bibitem{asee_peer_42241}
   (2022, July), \emph{Helping Students Develop their Cross Cultural Communication Skills to Promote a More Diverse and Inclusive Learning Environment.}
  Paper presented at 2022 First-Year Engineering Experience, East Lansing, Michigan.
  10.18260/1-2--42241

.  "Helping Students Develop their Cross Cultural Communication Skills to Promote a More Diverse and Inclusive Learning Environment.".  2022 First-Year Engineering Experience, East Lansing, Michigan, 2022, July.  ASEE Conferences, 2022.  https://peer.asee.org/42241 Internet.  25 Apr, 2024

\bibitem{asee_peer_42241}
  .
  "Helping Students Develop their Cross Cultural Communication Skills to Promote a More Diverse and Inclusive Learning Environment.".
  \emph{2022 First-Year Engineering Experience, East Lansing, Michigan, 2022, July}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42241 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_42241
author = ""
title = "Helping Students Develop their Cross Cultural Communication Skills to Promote a More Diverse and Inclusive Learning Environment."
booktitle = "2022 First-Year Engineering Experience"
year = "2022"
month = "July"
address = "East Lansing, Michigan"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42241}
number = {10.18260/1-2--42241}
}

TY  - CPAPER
AB  - Scaffolding young engineers to envision pathways that will enable them to develop a long-term commitment to increase diversity in engineering is an organic way to promote an inclusive and equitable environment with a strong sense of belonging for all students, faculty and staff. Given the increasingly diverse and multicultural world, the question is “how do we prepare our first-year engineering students with the knowledge, skills and abilities (KSA) necessary to ensure they are provided an opportunity to reach their potential in this regard?” The proposed workshop will engage participants in a series of novel activities, which are grounded in the literature that are developmentally appropriate to help first-year students discover their communication style and learn how said style impacts their interactions with others.

The purpose of the workshop is to share information on how a faculty and/or staff member (or team of faculty and staff members) can implement ways to engage first-year students in the broader discussion of diversity, equity, and inclusion. As various initiatives such as the ABET EAC Criterion 3, Outcome 5, “an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives” (emphasis added), along with deeper outcomes created institutionally and specifically for first-year students, such as 1) Develop skills for cross-cultural communication; 2) Design a process to communicate technical information via written, oral and visual methods and demonstrate skills for cross-cultural communication, the curricular vehicle takes on importance. This workshop will present known curricular initiatives for incorporating experiential assignments within the first-year curriculum along with rubrics to grade assignments. These range from a cultural context inventory and communication star to a handedness exercise and identity mapping. Further, the participant will work to transfer these ideas and ideas from other participants to their particular institutional need. 

Assuming a 2 hour workshop, the expected timeline will be followed:
•	15 minutes, review of DEI curricular literature and background.
•	20 minutes, small group exercise and report out discussing institution specific learning outcomes and environments.
•	15 minutes, discussion of various learning objectives, tools, and activities.
•	20 minutes, small group exercise and report out of variations and additional tools and activities gathered. 
•	15 minutes, discussion of assessment and evaluation examples and alternatives.
•	20 minutes, small group exercise and report out of assessment and evaluation examples and alternatives.
•	15 minutes, summary, wrap-up, and evaluation.

CY  - East Lansing, Michigan
DA  - 2022/07/31
PB  - ASEE Conferences
TI  - Helping Students Develop their Cross Cultural Communication Skills to Promote a More Diverse and Inclusive Learning Environment.
UR  - https://peer.asee.org/42241
DO  - 10.18260/1-2--42241
ER  -