Other resources pertaining to Diversity, Equity, and Inclusion  are available here.  

Inclusive and Equity-Focused Teaching

CRLT-Engin provides a range of resources to support faculty, postdocs, graduate student instructors (GSI), and undergraduate instructional aids (IA) in incorporating equity-focused teaching practices. The materials provided in this website are designed to support those efforts, helping members of the College of Engineering (CoE) instructional community promote an equity-focused teaching mindset and incorporate evidence-based practices that will engage and support all students. Through the adoption of sustained and intentional practices, these efforts will ultimately allow the engineering profession to more fully include all segments of our society, including those individuals who have been historically underrepresented within engineering and underserved by the fruits of engineering work.

Making Engineering Departments More Accessible to and Inclusive of Faculty with Disabilities

When: May 20, 2022 2:00 PM – 3:30 PM (Eastern Time)
Facilitators: Dr. Brianna Blaser, Dr. Sheryl Burgstahler, Dr. Canan Bilen-Green

Positionality 101: Reflecting on positionality in your research and practice to equity and impact

Positionality addresses our demographic identities (e.g., race, gender, sexual orientation, mental health), and includes both our personal sense of identity and how we are identified by others. Reflection on positionality helps increase nuanced understandings of impact on research and practice regarding equity. This workshop used paired narrative explorations to help participants unpack different dimensions of their positionality and impact.

Diversity Statements: Tips and Example

Critical Consciousness in Pre-College Engineering Education

James Holly, Jr. Assistant Professor – Urban STEM Education at Wayne State University gave a keynote talk, Critical Consciousness in Pre-College Engineering Education during the June 23-24, 2021 ASEE Pre-College Engineering Education Conference.

What we still don’t get about girls and STEM

Laura Bottomley, Ph.D., Director, Engineering Education, Women in Engineering, and the Engineering Place at N.C. State University gave a keynote talk, What we still don’t get about girls and STEM, during the June 23-24, 2021 ASEE P-12 Engineering Education Conference.

Equipping educators with tools to promote inclusion for latently diverse students

The history of look-a-like and think-a-like engineers means those who look or think like a “stereotypical engineer” may feel more welcome in engineering and may be why engineering has attracted and graduated similar students. This workshop considers the unique ways of being, thinking, and knowing—what we call latent diversity—that can be highlighted and valued. We will explore these through students’ narratives and engage educators in reflecting on ways to promote inclusion.

Student Panel: Understanding Queer Experiences in Engineering

This panel seeks to give a platform to center the voices of Queer STEM students. In this panel, students from different backgrounds will get a chance to share their own experiences navigating the intersections of engineering and their queer identity. Participants will develop a better understanding of queer students in STEM and will learn actionable ways to apply this at their institution.

Promoting Mental Health and Wellness in Undergraduate Engineers

Before the COVID-19 pandemic, higher education was facing a “mental health crisis.” The rapid onset of the COVID-19 pandemic has introduced countless additional stressors, and faculty concern over student well-being has increased. In this workshop, we will share the current state of research on mental health in undergraduate engineering students, including ongoing research to understand the impact of COVID-19 on student well-being.

A conversation with past winners about the Best Paper Award

This discussion centers on the 2020 Best Commission for Diversity, Equity, and Inclusion Paper Award winner: https://www.asee.org/public/conferences/172/papers/31234/view. The ASEE Commission on Diversity, Equity, & Inclusion sponsors two awards to recognize the work of ASEE constituency groups to expand diversity and inclusion, address equity issues, and increase access to engineering education: the ASEE Best Diversity, Equity, and Inclusion Paper Award and the new ASEE Constituent Diversity, Equity, and Inclusion Award. The following recording is an “office hours” style video with the CDEI Awards Committee and past paper winners.

Understanding Academic Caregivers During the Pandemic

Understanding Academic Caregivers During the Pandemic: Case Studies and Conversation from Academic Settings