Han, Y., & Turns, J. A., & Cook, K. E., & Mason, G., & Shuman, T. R. (2023, June), Board 225: Building a Culture of “Engineering with Engineers”   Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42659

\bibitem{asee_peer_42659}
  Han, Y., \& Turns, J. A., \& Cook, K. E., \& Mason, G., \& Shuman, T. R. (2023, June), \emph{Board 225: Building a Culture of “Engineering with Engineers” }
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42659

Yen-Lin Han, Jennifer A Turns, Kathleen E. Cook, Gregory Mason P.E., and Teodora Rutar Shuman.  "Board 225: Building a Culture of “Engineering with Engineers” ".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://strategy.asee.org/42659 Internet.  09 Jun, 2024

\bibitem{asee_peer_42659}
  Yen-Lin Han, Jennifer A Turns, Kathleen E. Cook, Gregory Mason P.E., and Teodora Rutar Shuman.
  "Board 225: Building a Culture of “Engineering with Engineers” ".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://strategy.asee.org/42659 Internet.  09 Jun, 2024

@INPROCEEDINGS{asee_peer_42659
author = "Yen-Lin Han, Jennifer A Turns, Kathleen E. Cook, Gregory Mason P.E., and Teodora Rutar Shuman"
title = "Board 225: Building a Culture of “Engineering with Engineers” "
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/42659}
number = {10.18260/1-2--42659}
}

TY  - CPAPER
AB  - The Mechanical Engineering Department at a private, mid-sized university was awarded the National Science Foundation (NSF) Revolutionizing Engineering and Computer Science Departments (RED) grant in July 2017.  The grant supports the development of a program that fosters students’ engineering identities through a culture of doing engineering with engineers. The department is cultivating this culture of “engineering with engineers” with a strong connection to industry and through changes in the four essential areas of a shared department vision, reflective faculty, relevant curriculum, and supportive policies.

●	Shared department vision: The department revised its mission statement, creating a shared vision among faculty and staff. This shared vision guided the department's decisions in building a culture that promotes inclusive, professional, and experiential practices. Building a shared vision was the most important action to take. 
●	Reflective faculty: Reflective faculty consider how their actions in and out of the classroom affect students and each other. A caring, student-centered mindset prompts faculty to innovate their teaching to enhance students’ learning and pushes faculty to continue to learn and improve their own skills. Working on issues together fosters a collaborative spirit.  
●	Relevant curriculum: Our new curriculum emphasizes hands-on, doing engineering and experiential learning. The curriculum helped build a strong community through shared learning experiences in classes, such as the vertically integrated design projects sequence and the integrated data acquisition and electrical engineering sequence. The COVID pandemic impacted course delivery but what was learned through remote teaching improved our in-person classes.
●	Supportive policies: Supportive policies are crucial to sustaining change. Recently, the university approved new university tenure and promotion guidelines that broaden the scope of what it means to be a professor.  The university also updated their strategic directions to provide more focus on inclusive excellence.  The department’s effort to build an inclusive culture is aligned with and supported by the updated university policies.

As we conclude this project, we are completing an audit to review our work in the four areas above. We are considering strategies we used, processes we developed, instruments we devised and deployed, data we gathered, and curricular interventions we explored. For each of these items, we are assessing what was particularly impactful for us, the relative levels of ease and difficulty as seen in retrospect, how educative each endeavor was, and the potential for others to make use of not only what we developed, but also the assessment activity itself.

In this paper, we will summarize the results of this audit and explain how the audit has helped to prioritize our dissemination efforts. We believe that both the product of this approach, and the approach itself, will be useful for others in the engineering education community.

This project was funded by the Division of Undergraduate Education (DUE) IUSE/PFE: RED grant through NSF.

AU  - Yen-Lin Han
AU  - Jennifer A Turns
AU  - Kathleen E. Cook
AU  - Gregory Mason P.E.
AU  - Teodora Rutar Shuman
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 225: Building a Culture of “Engineering with Engineers” 
UR  - https://strategy.asee.org/42659
DO  - 10.18260/1-2--42659
ER  -