Developing Sustainable and Continuing Practices for Diversity and Inclusion in a Civil and Environmental Engineering Department

Tiago R. Forin; Stephanie Lezotte; Adriana C. Trias Blanco; Theresa Fs Bruckerhoff

Developing Sustainable and Continuing Practices for Diversity and Inclusion in a Civil and Environmental Engineering Department

Tiago R. Forin, Stephanie Lezotte, Adriana C. Trias Blanco, Theresa Fs Bruckerhoff

Civil Engineering

Rowan University

Research output: Contribution to journal › Conference article › peer-review

Abstract

This is a summary of Rowan University's efforts to initiate changes in diversity and inclusion with a Civil and Environmental Engineering Department. After having six years of an NSF grant, the research team initiated multiple efforts to increase a body of diverse students in the department, develop inclusive pedagogy, and develop a means for sustainable change within the university after the grant's end. To increase the number of diverse students, the department looked at a holistic approach to recruitment and enrollment. To better understand the students' experience, surveys and interviews were conducted with specific questions regarding how they viewed the climate of diversity and inclusion within their classes and the university at large. Multiple mentoring efforts were also started so that students received support in their collegiate careers. With regards to inclusive pedagogy, the department faculty were encouraged to develop relevant examples for students' career developments. These examples addressed diversity from a global perspective as well as domestic issues of inequality. With the grant approaching its end, there was increased efforts to make sustainable change within the whole university. With backing from the grant, faculty members received internal funds that focused on the develop of inclusive pedagogy. This occurred twice during the lifetime of the grant. The researchers also developed a workshop series that would include all strategies used to develop inclusive pedagogy for faculty outside of the Civil and Environmental Engineering Department. This workshop was done to support changes made to promotion practices where faculty would receive encouragement and credit for addressing diversity and inclusion in their tenure with the university. This poster will highlight the research team's role in developing and implementing these changes for the sixth year of the grant.

Original language	American English
Journal	ASEE Annual Conference and Exposition, Conference Proceedings
State	Published - Aug 23 2022
Event	129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022 - Minneapolis, United States Duration: Jun 26 2022 → Jun 29 2022

ASJC Scopus subject areas

General Engineering

Cite this

@article{9cb61725f6d444cd974fd3eb93f3452a,

title = "Developing Sustainable and Continuing Practices for Diversity and Inclusion in a Civil and Environmental Engineering Department",

abstract = "This is a summary of Rowan University's efforts to initiate changes in diversity and inclusion with a Civil and Environmental Engineering Department. After having six years of an NSF grant, the research team initiated multiple efforts to increase a body of diverse students in the department, develop inclusive pedagogy, and develop a means for sustainable change within the university after the grant's end. To increase the number of diverse students, the department looked at a holistic approach to recruitment and enrollment. To better understand the students' experience, surveys and interviews were conducted with specific questions regarding how they viewed the climate of diversity and inclusion within their classes and the university at large. Multiple mentoring efforts were also started so that students received support in their collegiate careers. With regards to inclusive pedagogy, the department faculty were encouraged to develop relevant examples for students' career developments. These examples addressed diversity from a global perspective as well as domestic issues of inequality. With the grant approaching its end, there was increased efforts to make sustainable change within the whole university. With backing from the grant, faculty members received internal funds that focused on the develop of inclusive pedagogy. This occurred twice during the lifetime of the grant. The researchers also developed a workshop series that would include all strategies used to develop inclusive pedagogy for faculty outside of the Civil and Environmental Engineering Department. This workshop was done to support changes made to promotion practices where faculty would receive encouragement and credit for addressing diversity and inclusion in their tenure with the university. This poster will highlight the research team's role in developing and implementing these changes for the sixth year of the grant.",

author = "Forin, {Tiago R.} and Stephanie Lezotte and {Trias Blanco}, {Adriana C.} and Bruckerhoff, {Theresa Fs}",

note = "Publisher Copyright: {\textcopyright} American Society for Engineering Education, 2022; 129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022 ; Conference date: 26-06-2022 Through 29-06-2022",

year = "2022",

month = aug,

day = "23",

language = "American English",

journal = "ASEE Annual Conference and Exposition, Conference Proceedings",

issn = "2153-5965",

publisher = "American Society for Engineering Education",

}

TY - JOUR

T1 - Developing Sustainable and Continuing Practices for Diversity and Inclusion in a Civil and Environmental Engineering Department

AU - Forin, Tiago R.

AU - Lezotte, Stephanie

AU - Trias Blanco, Adriana C.

AU - Bruckerhoff, Theresa Fs

PY - 2022/8/23

Y1 - 2022/8/23

N2 - This is a summary of Rowan University's efforts to initiate changes in diversity and inclusion with a Civil and Environmental Engineering Department. After having six years of an NSF grant, the research team initiated multiple efforts to increase a body of diverse students in the department, develop inclusive pedagogy, and develop a means for sustainable change within the university after the grant's end. To increase the number of diverse students, the department looked at a holistic approach to recruitment and enrollment. To better understand the students' experience, surveys and interviews were conducted with specific questions regarding how they viewed the climate of diversity and inclusion within their classes and the university at large. Multiple mentoring efforts were also started so that students received support in their collegiate careers. With regards to inclusive pedagogy, the department faculty were encouraged to develop relevant examples for students' career developments. These examples addressed diversity from a global perspective as well as domestic issues of inequality. With the grant approaching its end, there was increased efforts to make sustainable change within the whole university. With backing from the grant, faculty members received internal funds that focused on the develop of inclusive pedagogy. This occurred twice during the lifetime of the grant. The researchers also developed a workshop series that would include all strategies used to develop inclusive pedagogy for faculty outside of the Civil and Environmental Engineering Department. This workshop was done to support changes made to promotion practices where faculty would receive encouragement and credit for addressing diversity and inclusion in their tenure with the university. This poster will highlight the research team's role in developing and implementing these changes for the sixth year of the grant.

AB - This is a summary of Rowan University's efforts to initiate changes in diversity and inclusion with a Civil and Environmental Engineering Department. After having six years of an NSF grant, the research team initiated multiple efforts to increase a body of diverse students in the department, develop inclusive pedagogy, and develop a means for sustainable change within the university after the grant's end. To increase the number of diverse students, the department looked at a holistic approach to recruitment and enrollment. To better understand the students' experience, surveys and interviews were conducted with specific questions regarding how they viewed the climate of diversity and inclusion within their classes and the university at large. Multiple mentoring efforts were also started so that students received support in their collegiate careers. With regards to inclusive pedagogy, the department faculty were encouraged to develop relevant examples for students' career developments. These examples addressed diversity from a global perspective as well as domestic issues of inequality. With the grant approaching its end, there was increased efforts to make sustainable change within the whole university. With backing from the grant, faculty members received internal funds that focused on the develop of inclusive pedagogy. This occurred twice during the lifetime of the grant. The researchers also developed a workshop series that would include all strategies used to develop inclusive pedagogy for faculty outside of the Civil and Environmental Engineering Department. This workshop was done to support changes made to promotion practices where faculty would receive encouragement and credit for addressing diversity and inclusion in their tenure with the university. This poster will highlight the research team's role in developing and implementing these changes for the sixth year of the grant.

UR - http://www.scopus.com/inward/record.url?scp=85138296728&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85138296728&partnerID=8YFLogxK

M3 - Conference article

SN - 2153-5965

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

T2 - 129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022

Y2 - 26 June 2022 through 29 June 2022

ER -

Developing Sustainable and Continuing Practices for Diversity and Inclusion in a Civil and Environmental Engineering Department

Abstract

ASJC Scopus subject areas

Other files and links

Fingerprint

Cite this