Jayakumar, A., & Abrams, L., & Sheppard, L., & Siliman, S., & Calbert, T. M. (2021, July), Increasing Faculty Participation in Pedagogical Diversity and Inclusion Activities  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37327

\bibitem{asee_peer_37327}
  Jayakumar, A., \& Abrams, L., \& Sheppard, L., \& Siliman, S., \& Calbert, T. M. (2021, July), \emph{Increasing Faculty Participation in Pedagogical Diversity and Inclusion Activities}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37327

Adithya Jayakumar, Lisa Abrams, Lucille Sheppard, Shadia Siliman, and Toni M. Calbert.  "Increasing Faculty Participation in Pedagogical Diversity and Inclusion Activities".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37327 Internet.  13 May, 2024

\bibitem{asee_peer_37327}
  Adithya Jayakumar, Lisa Abrams, Lucille Sheppard, Shadia Siliman, and Toni M. Calbert.
  "Increasing Faculty Participation in Pedagogical Diversity and Inclusion Activities".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37327 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_37327
author = "Adithya Jayakumar, Lisa Abrams, Lucille Sheppard, Shadia Siliman, and Toni M. Calbert"
title = "Increasing Faculty Participation in Pedagogical Diversity and Inclusion Activities"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37327}
number = {10.18260/1-2--37327}
}

TY  - CPAPER
AB  - This is a Work in Progress (WIP) paper. An inclusive classroom environment is one in which all
aspects of the classroom, such as the curriculum, faculty to student interactions, student to
student interactions, etc. are purposefully designed to promote the intellectual, social, emotional
and physical growth of all students [9]. While inclusive teaching practices improve the learning
experience of women and under-represented minorities (URM), it can be beneficial for all
students. It has been well-documented that women and other minority groups continue to be
underrepresented in engineering majors in the undergraduate level [1]. A National Science
Foundation (NSF) report observed that “there is the possibility that the curriculum itself is a
barrier to underrepresented groups” [5]. Increasing the participation and success of all students is
critical to the field of engineering for several reasons [6]:

○ Maintaining the current engineering workforce will become more difficult if all segments of
the population are not invited to participate and persist in engineering.

○ A team of problem solvers with cognitively diverse approaches to solve a problem will
outperform a team of the cognitively best (but homogeneous) problem solvers [4].

○ Diversity and inclusion brings increased creativity, better problem-solving abilities, and thus
better products. This can result in increased profitability.

Targeted programs such as Women in Engineering (WiE) and Minority Engineering Programs
(MEP) may foster a supportive environment but do not directly influence the college culture and
institutional structure as a whole. Additionally, students may still face difficult or disparate
environments in classroom settings and beyond where they interact with majority students [2].

While many programs and initiatives exist to educate faculty about the importance of creating an
inclusive classroom environment, data collected at The Ohio State University (OSU) shows that engineering faculty participation in diversity and inclusion activities focusing on pedagogy is limited thereby leading to limited impact.

At OSU, an initiative was undertaken to increase faculty participation in pedagogical
diversity and inclusion activities. A multi-pronged approach developed under the aegis of a
centralized teaching and learning center (TLC) was undertaken to meet these objectives:

1. Creation of a detailed cited resource with information on how to make the classroom a more
inclusive environment.
2. Implementation of a workshop for faculty in the College of Engineering (COE) during
regular faculty meetings.
3. Discussion sessions with engineering faculty teaching project-based courses.
4. Implementation of informal lunch sessions to encourage sharing of strategies that work.

This paper documents the work that has been done thus far as part of this initiative and the plans
for the future. This paper will be presented as a lightning talk.

AU  - Adithya Jayakumar
AU  - Lisa Abrams
AU  - Lucille Sheppard
AU  - Shadia Siliman
AU  - Toni M. Calbert
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Increasing Faculty Participation in Pedagogical Diversity and Inclusion Activities
UR  - https://peer.asee.org/37327
DO  - 10.18260/1-2--37327
ER  -