June 18, 2006
June 18, 2006
June 21, 2006
Minorities in Engineering
11.1381.1 - 11.1381.26
Using Diversity Statements to Promote Engagement with Diversity and Teaching Abstract: For many engineering educators, the topic of diversity can be frustrating and difficult. Writing and sharing individual diversity statements represents one strategy for empowering educators in their efforts to address diversity in their teaching. In this paper, we present the results of an empirical study in which graduate students (future engineering educators) prepared diversity statements as part of a teaching portfolio program. We focused our analysis on the discussions associated with diversity statement program sessions and found the talk during these sessions to be characterized by a variety of teaching and diversity ideas, an interweaving of teaching and diversity ideas, and equitable contribution among participants. We believe these results suggest that the diversity statement exercise has promise while also illustrating that graduate students are capable of tackling this complex issue with some success.
For many engineering educators, the topic of diversity can be frustrating and difficult. Even for those who acknowledge that diversity is an important and urgent issue for the engineering education community, translating understanding into tangible actions that support diverse students can be problematic. Some educators committed to diversity in engineering might be identified as “resistant” because they struggle to translate their support for diversity into explicit classroom practices.
In this paper, we present our research on one strategy for helping future engineering faculty address the topic of diversity in engineering education. Engineering graduate students develop a diversity statement as one task in the Engineering Teaching Portfolio Program1. The Engineering Teaching Portfolio Program (ETPP) provides a framework for engineering graduate students to create teaching portfolios consisting of a teaching statement, a diversity statement, and a number of annotated artifacts.
The results reported here focus on a subset of the data collected during the first implementation of this new program during the summer of 2003. The diversity statement exercise is only one of the topics explored by program participants in the eight-week program. Two research questions about the diversity statement exercise guided the analyses and results reported here: 1) does the diversity statement exercise show promise as a means of enabling participants to engage with diversity issues in engineering education?, and 2) how prepared are engineering graduate students to grapple with issues of diversity and teaching?
The remainder of this paper is organized into background, methods, results, discussion and conclusion sections. We provide background information about diversity in engineering education. Next, we provide a brief overview of our work including descriptions of the portfolio program and the diversity statement exercise and our goals for this paper. In the methods section we situate the study, describe the participants, the data sources and collection, and our analysis. Our results are divided into six parts. Four correspond to the major themes that emerged from our qualitative analysis and two provide perspective on the conversational sequence and
Turns, J., & Linse, A., & VanDeGrift, T., & Eliot, M., & Jones, J., & Lappenbusch, S. (2006, June), Using Diversity Statements To Promote Engagement With Diversity And Teaching Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/933
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