Seabrook, B. E. (2023, March), “How Engineering Impacts Diversity, Equity, and Inclusion”: A Case Study in Graduate Course Design and Assessment  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia. 10.18260/1-2--44973

\bibitem{asee_peer_44973}
  Seabrook, B. E. (2023, March), \emph{“How Engineering Impacts Diversity, Equity, and Inclusion”: A Case Study in Graduate Course Design and Assessment}
  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia.
  10.18260/1-2--44973

Bryn Elizabeth Seabrook.  "“How Engineering Impacts Diversity, Equity, and Inclusion”: A Case Study in Graduate Course Design and Assessment".  ASEE Southeast Section Conference, Arlington, Virginia, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/44973 Internet.  13 May, 2024

\bibitem{asee_peer_44973}
  Bryn Elizabeth Seabrook.
  "“How Engineering Impacts Diversity, Equity, and Inclusion”: A Case Study in Graduate Course Design and Assessment".
  \emph{ASEE Southeast Section Conference, Arlington, Virginia, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44973 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_44973
author = "Bryn Elizabeth Seabrook"
title = "“How Engineering Impacts Diversity, Equity, and Inclusion”: A Case Study in Graduate Course Design and Assessment"
booktitle = "ASEE Southeast Section Conference"
year = "2023"
month = "March"
address = "Arlington, Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44973}
number = {10.18260/1-2--44973}
}

TY  - CPAPER
AB  - Racist soap dispensers, algorithmic bias, and the confrontation of historical inequities exemplify incomplete engineering. What these case studies neglect to account for is diversity, equity, and inclusion (DEI). How does the engineer of the twenty-first century understand the impact of their research in the context of DEI? Non-technical engineering courses are important tools to better understand the sociotechnical systems of the profession. The purpose of this study is to evaluate graduate level courses that emphasize the importance of non-technical engineering skills, with a focus on DEI. Specifically, this study examines a new graduate level course titled “How Engineering Impacts Diversity, Equity, and Inclusion.” This course considers writings from a variety of authors, representing distinctive perspectives on matters of diversity, equity, and inclusion. Through active engagement with this material, this course confronts history to identify and understand instances of racism, sexism, discrimination, and bias, specifically in science and engineering. Ultimately, students are asked to recognize and address gaps in diversity, equity, and inclusion in their own research. This study builds on previous scholarship presented to ASEE along with other related fields to demonstrate how discussion-based courses challenge graduate students to think more critically about the engineering design process and the active integration of the social dimensions of engineering problems. 
AU  - Bryn Elizabeth Seabrook
CY  - Arlington, Virginia
DA  - 2023/03/12
PB  - ASEE Conferences
TI  - “How Engineering Impacts Diversity, Equity, and Inclusion”: A Case Study in Graduate Course Design and Assessment
UR  - https://peer.asee.org/44973
DO  - 10.18260/1-2--44973
ER  -