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Title: Board 220: Audio for Inclusion: Broadening Participation in Engineering Through Audio Dissemination of Marginalized Students’ Narratives
The transformation of engineering culture towards inclusion is a key objective in the retention and professionalization of a diverse engineering workforce. Faculty are key stakeholders impacting that inclusion because of their prominent role in shaping students’ underrepresented, marginalized, and/or hidden identities and core experiences in engineering classrooms. Yet, many faculty are not provided with practicable resources and training that can enrich their knowledge, empathy, and understanding of students’ diverse and marginalized experiences that differ from their own. This lack of resources has slowed the transformation of engineering culture and provides an opportunity for practical impact by researchers and faculty developers. However, the topic of developing inclusive culture remains understudied and has evaded traditional approaches to education research. Quantitative approaches can broadly identify the presence of marginalization or inclusion, but they lack the nuance to enhance a reader’s inclusive understanding. In contrast, qualitative and narrative-based approaches provide rich accounts of marginalized experiences and perspectives, but do not typically reach a broad audience of technical engineering faculty. Thus, these accounts are often disseminated to faculty and researchers already interested and invested in broadening participation, perpetuating a cycle of “preaching to the choir”. In the Audio for Inclusion project, we answer BPE’s call for innovative methods that increase research impact on broadening participation outcomes by proposing a novel audio narrative dissemination approach to foster inclusive understandings for engineering faculty. Specifically, we ask the following research questions: ● What marginalized student narratives related to identity and agency are present in engineering educational culture? ● How does hearing these narratives impact faculty perspectives of diversity and inclusion in engineering classrooms? This interactive poster presents the student audio narratives developed so far and overviews the entire project.  more » « less
Award ID(s):
2114241
NSF-PAR ID:
10428225
Author(s) / Creator(s):
; ; ;
Date Published:
Journal Name:
ASEE annual conference exposition
ISSN:
2153-5965
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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