Transforming for Inclusion: Fostering Belonging and Uniqueness in Engineering Education and Practice

• In Event: Changing the Professional Formation of Engineers: Revolutionizing Engineering and Computer Science Departments

Abstract

Purpose
There is great consensus that the engineering workforce needs to be more diverse to better find and solve compelling problems. While promoting diversity is desired, it is even more important to integrate diverse individuals into educational and work settings so they feel included. Our vision is to revolutionize engineering education by developing engineers who are capable of realizing the inclusion dividend. To achieve this vision we will develop and test a model for the infusion of inclusive practices at multiple scales that will be realized individually among students and faculty, through the work of a pedagogical incubator, translated into classroom practices, and informing overall departmental culture.

Theoretical framework
Beckman (2007) proposes that an ideal design process comprises four stages: problem finding, problem selecting, solution-finding, and solution-selecting. The most effective design teams visit each of these stages, often multiple times, in an iterative process of innovation. Interestingly, most people are not equally comfortable or skilled in each of these stages. Beckman suggests that the most effective teams share the leadership role among those individuals who are most comfortable or skilled in a particular design process stage. Complementary to this theory is Brewer’s (1991) optimal distinctiveness theory which serves as a framework for understanding the conflict people feel between needing to belong to a team or a group on the one hand, and needing to be individuated or unique on the other. Studies have demonstrated that motivations are strong to maintain optimal satisfaction in both areas.

Methods and Data Sources
Our research objectives are (1) to understand how and to what extent the incubator teams generate novel learning interventions that are sustainably integrated into core courses; and (2) to investigate whether inclusion activities impact learning so as to help students realize the inclusion dividend.
For question one, we collect field notes of team meetings, semi-structured interviews with team members, and course syllabi before and after targeted transformations. For question two, we conduct classroom observations and collect field notes on observed student interactions when specific inclusion activities are practiced. Essential to this effort is developing data collection sheets/instruments that target turn-taking practices, task assignment and distribution. We use two validated instruments to measure perceptions of equitability and inclusive practices within the targeted classes: the Miville-Guzman Universality Diversity Scale and the Scale to Assess College Multicultural Programming.

Results & Scholarly significance
This project serves as a case study for how to change the culture and curriculum of a large, very high research-activity engineering department. Changes are led by diverse incubator teams that challenge the historical top-down hierarchical structure of engineering education by empowering the least powerful stakeholders (undergraduates) to collaborate with the most powerful (faculty, professional engineers, scientists). The project’s goal is to diversify the image of the “ideal engineer” so interested students do not feel compelled to fit a specific mold to be respected or included, and to broaden the perception of engineering as a profession that can address a broader issues and benefit more people.

Authors

• Joseph M. Le Doux, Georgia Tech and Emory University

• Wendy Newstetter, Georgia Institute of Technology

• Julie R Ancis