Miskioglu, E. (2018, June), It Takes All Kinds: Incorporating Diversity Education in the Engineering Classroom  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30739

\bibitem{asee_peer_30739}
  Miskioglu, E. (2018, June), \emph{It Takes All Kinds: Incorporating Diversity Education in the Engineering Classroom}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30739

Elif Miskioglu.  "It Takes All Kinds: Incorporating Diversity Education in the Engineering Classroom".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://strategy.asee.org/30739 Internet.  16 Jun, 2024

\bibitem{asee_peer_30739}
  Elif Miskioglu.
  "It Takes All Kinds: Incorporating Diversity Education in the Engineering Classroom".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://strategy.asee.org/30739 Internet.  16 Jun, 2024

@INPROCEEDINGS{asee_peer_30739
author = "Elif Miskioglu"
title = "It Takes All Kinds: Incorporating Diversity Education in the Engineering Classroom"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/30739}
number = {10.18260/1-2--30739}
}

TY  - CPAPER
AB  - The ability to work on diverse teams is an essential professional skill, and a common innate learning objective in engineering classrooms. Team diversity is often accomplished by “balancing” teams with respect to characteristics such as past performance or gender, but our ability to create diverse teams can often be limited by class composition. Recognizing these limitations, a “diversity module” has been piloted in a technical communications course at a small, liberal arts institution in Fall semesters 2016 and 2017. The module is designed to expose students to, and engage them with, various aspects of diversity in the absence of an intrinsically diverse classroom composition, as well as allow them to reflect on their own professional and personal experiences. Specifically, this module includes activities about implicit bias, stereotype threat, and cross cultural competence. Student response has largely been positive, and student reflection assignments have demonstrated critical thinking on the matter. As this is a recent pilot intervention, long-term longitudinal effects are yet to be investigated. Included here are descriptions of the module activities, generalized student responses, and instructor perspective. While this topic is of great importance to all educators, it is often difficult to incorporate such material in well-established courses. Thus, new engineering educators may find these activities and ideas particularly useful as they begin to establish their teaching practices. 
AU  - Elif Miskioglu
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - It Takes All Kinds: Incorporating Diversity Education in the Engineering Classroom
UR  - https://strategy.asee.org/30739
DO  - 10.18260/1-2--30739
ER  -