About
Historically underrepresented students experience situations in the classroom that can negatively impact and undermine performance and persistence. To aid students, and historically underrepresented students, to succeed both academically and socially, previous research has indicated that instructors should create classroom environments that foster inclusivity and belonging. However, there is a lack of specific guidance for how to create these environments, especially in engineering classrooms where much of the focus is on technical content.
This study is addressing this gap through developing and providing pragmatic, proven, and trusted practices for engineering faculty who are seeking to make their classrooms more inclusive environments for all students
Vision
Through our National Science Foundation project, IUSE-PIPE: Proven Inclusivity Practices for Engineering (Grant Nos. 2021204, 2021227, and 2021335), our vision is to develop and provide pragmatic, proven, and trusted practices for engineering faculty to foster inclusive classrooms.
Why are we doing this?
As we face serious challenges in higher education from declining enrollment to public trust, creating an inclusive classroom can offer hope in our faltering times. Research supports that more inclusive classrooms improve students' learning and academic performance, especially for under-represented minority (URM) students. Since higher education is experiencing declining enrollment, and persistence and completion rates are linked to enrollment, it behooves higher education to retain as many students as possible by creating environments and climates that foster belonging and inclusivity.
University of Pittsburgh
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Colorado School of Mines
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Arizona State University
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