Judge, P. K. (2021, July), Diversity and Inclusion Lessons that Support the Traditional Civil Engineering Curriculum  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36986

\bibitem{asee_peer_36986}
  Judge, P. K. (2021, July), \emph{Diversity and Inclusion Lessons that Support the Traditional Civil Engineering Curriculum}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36986

Pamela K. Judge.  "Diversity and Inclusion Lessons that Support the Traditional Civil Engineering Curriculum".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36986 Internet.  05 Jun, 2024

\bibitem{asee_peer_36986}
  Pamela K. Judge.
  "Diversity and Inclusion Lessons that Support the Traditional Civil Engineering Curriculum".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36986 Internet.  05 Jun, 2024

@INPROCEEDINGS{asee_peer_36986
author = "Pamela K. Judge"
title = "Diversity and Inclusion Lessons that Support the Traditional Civil Engineering Curriculum"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36986}
number = {10.18260/1-2--36986}
}

TY  - CPAPER
AB  - This paper acts as a toolbox for civil engineering educators trying to increase diversity and inclusion lessons in their classrooms.  The tools presented in this paper ensure that the rigorous technical components of civil engineering education are maintained.  Specifically, this paper presents a series of case studies that highlight diversity and inclusion while simultaneously providing traditional civil engineering course content.  This paper also suggests several teaching interventions (both general and case specific) and directly maps out the interventions to ABET learning outcomes.  A Transportation Engineering course was used as a pilot initiative by implementing the respective case study.  The learning outcomes of the pilot initiative were assessed both with regard to diversity and inclusion lessons and ABET learning outcomes.  Civil engineering educators can review the findings of this paper to determine which case study and/or teaching intervention best supports their course or program needs.  

AU  - Pamela K. Judge
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Diversity and Inclusion Lessons that Support the Traditional Civil Engineering Curriculum
UR  - https://peer.asee.org/36986
DO  - 10.18260/1-2--36986
ER  -