In this paper we present results and ongoing work in re-situating the professional formation of engineering identity of students in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. We aspire to establishment of a more inclusive, and professionally-based learning environment for our domestic and international students that better facilitates their understanding of and skills to navigate the world of engineering culture and practice. We are working in our School to bring about change through establishing a culture of inclusion and a shift in student learning environments from highly sequestered activities to more realistic and consequential work that is more typical of the actual engineering workplace.
In this third year of our project our work is focused on: (1) broadened faculty training and engagement in implementation of curricular redesign in a number of studio classes to include more realistic, consequential work via the pedagogy of model-eliciting activities; (2) establishing a faculty and staff professional learning community focused on issues of equity and inclusivity, including best practices for inclusive teaming in our courses; (3) focusing on the professional development of international students in our undergraduate programs, including establishing a more inclusive School culture for this cohort; (4) working to better understand the overall climate and culture of our School, especially in relation to undergraduate student progression towards degree completion (or conversely loss of students from our programs) and student identity formation; and (5) continuing to establish systems and an culture for faculty and staff that better recognizes and rewards less-traditional work that values and advances diversity, equity, inclusion, student success, and school community.
This work is supported by the National Science Foundation program REvolutionizing engineering and computer science Departments (RED) that is aligned with the NSF Engineering (ENG) Directorate’s multi-year initiative, the Professional Formation of Engineers, to create and support an innovative and inclusive engineering profession for the 21st Century.
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