Learning the Impact of Diversity, Equity, and Inclusion Modules in an Undergraduate Electrical Engineering Classroom

Nina Kamath Telang; Ramakrishna Sai Annaluru; Christine Julien; Pedro Enrique Santacruz

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Interdisciplinary Integration at the Course Level
Tagged Division: Liberal Education/Engineering & Society Division (LEES)
Tagged Topic: Diversity
Page Count: 11
DOI: 10.18260/1-2--43406
Permanent URL: https://peer.asee.org/43406
Download Count: 144

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Paper Authors

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Nina Kamath Telang University of Texas, Austin

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Nina Telang is a Professor of Instruction in the Department of Electrical and Computer Engineering at the University of Texas at Austin. She received the B.Tech degree in Engineering Physics from the Indian Institute of Technology, Mumbai in 1989, and the M.S. and Ph.D. from the University of Notre Dame in 1992 and 1995.

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Ramakrishna Sai Annaluru University of Texas, Austin

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Ramakrishna (Sai) Annaluru is a 5th year graduate student in electrical and computer engineering at the University of Texas at Austin. Sai's research is on integrating data science with physical activity to transform computer science for historically excluded elementary learners. He has several years of experience in engineering education, including research in the field and being a teaching assistant.

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Christine Julien University of Texas, Austin orcid.org/0000-0002-4131-4642

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Christine Julien is a Professor of Electrical and Computer Engineering at the University of Texas at Austin, where she leads the Mobile and Pervasive Computing research group. She also serves as the Associate Dean for Diversity, Equity, and Inclusion for

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Pedro Enrique Santacruz University of Texas, Austin

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Abstract

In this paper, we present the design and implementation of a set of diversity, equity, and inclusion (DEI) based modules, created to be deployed in two courses: one in introductory computing and one in algorithms. Our objective is to ensure that engineering undergraduate students, who are not historically exposed to DEI content, are introduced to these important topics in the context of their technical coursework and that they understand the relevance of DEI to their careers. We created 6 modules that cover a wide range of topics including untold stories throughout the history of computing and algorithms, identity and intersectionality in engineering, designs from engineering that have high societal impact, the LGBTQ+ experience in engineering, engineering and mental health, and cultural diversity within engineering. Each module gives a brief overview of the topic, followed by an associated assignment. We made all of these modules available to the students in the two courses and told them to choose one to complete. Each student engaged with their selected module in four specific ways: (1) watching a relevant video; (2) reading and annotating a provided article; (3) responding in a written reflection to a set of specific prompts relevant to the module; and (4) conducting an interview with a peer or community member using a list of suggested questions about the module’s contents . Afterwards, we required students to communicate what they learned through completing and submitting a graded final deliverable. This deliverable can be a video, slide presentation, a written op-ed piece, or a piece of art about the work they completed in the module. We evaluate the content of the modules through a survey that assesses the students’ interest in the modules and determines the utility of the modules in the context of the study of computing and algorithms. Based on the feedback of these surveys along with feedback from the instructors of the courses, we will further develop and improve the structure and content of these modules and expand their reach to additional engineering courses and disciplines.

Citation
Format

Telang, N. K., & Annaluru, R. S., & Julien, C., & Santacruz, P. E. (2023, June), Learning the Impact of Diversity, Equity, and Inclusion Modules in an Undergraduate Electrical Engineering Classroom Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43406

TY  - CPAPER
AB  - In this paper, we present the design and implementation of a set of diversity, equity, and inclusion (DEI) based modules, created to be deployed in two courses: one in introductory computing and one in algorithms. Our objective is to ensure that engineering undergraduate students, who are not historically exposed to DEI content, are introduced to these important topics in the context of their technical coursework and that they understand the relevance of DEI to their careers. We created 6 modules that cover a wide range of topics including untold stories throughout the history of computing and algorithms, identity and intersectionality in engineering, designs from engineering that have high societal impact, the LGBTQ+ experience in engineering, engineering and mental health, and cultural diversity within engineering. Each module gives a brief overview of the topic, followed by an associated assignment. We made all of these modules available to the students in the two courses and told them to choose one to complete. Each student engaged with their selected module in four specific ways: (1) watching a relevant video; (2) reading and annotating a provided article; (3) responding in a written reflection to a set of specific prompts relevant to the module; and (4) conducting an interview with a peer or community member using a list of suggested questions about the module’s contents . Afterwards, we required students to communicate what they learned through completing and submitting a graded final deliverable. This deliverable can be a video, slide presentation, a written op-ed piece, or a piece of art about the work they completed in the module. We evaluate the content of the modules through a survey that assesses the students’ interest in the modules and determines the utility of the modules in the context of the study of computing and algorithms. Based on the feedback of these surveys along with feedback from the instructors of the courses, we will further develop and improve the structure and content of these modules and expand their reach to additional engineering courses and disciplines.
AU  - Nina Kamath Telang
AU  - Ramakrishna Sai Annaluru
AU  - Christine Julien
AU  - Pedro Enrique Santacruz
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Learning the Impact of Diversity, Equity, and Inclusion Modules in an Undergraduate Electrical Engineering Classroom
UR  - https://peer.asee.org/43406
DO  - 10.18260/1-2--43406
ER  -