Broadening Engineering Orientation for First-Year Students

Abstract

This complete evidence-based practice paper presents a new model for an engineering orientation session that is focused on building student awareness of the importance of diversity, inclusion, and equity. Students new to engineering are typically aware of the courses they need to take to enter the major, the graduation requirements they must complete to become an engineer, and have some understanding of the technical attributes necessary for success in engineering. However, most students are unaware of the importance of the social and emotional aspects of their professional development and the relevance to their future as engineers. As such, many engineering students enter the major with little to no thought given to the importance of developing positive, respectful relationships with peers. As we enter an age when diversity is highly valued, inclusion and equity are becoming common terms associated with learning and work environments. ABET EAC Student Outcome 5 specifies creating “a collaborative and inclusive environment” as part of teamwork, and, as such, it is essential we educate our incoming students on these topics and provide support for their social and emotional development as part of their professional development. The authors present a new model for an engineering orientation for first-year students that introduces them to professional codes of conduct and educates students on the importance of acting professionally and ethically in classrooms, laboratories, makerspaces, and even in the hallways. The orientation also introduces students to the notion of inclusion and equity in engineering and has them reflect on the importance of these elements to their development, both as students and professional engineers. By building awareness of inclusion, equity, and professionalism early in students' academic career, the authors aim to create more inclusive and equitable learning environments that lead to a more diverse engineering student body and ultimately, engineering workforce, by increasing student sense of belonging. This paper includes a detailed description of the orientation session, a summary of student feedback, and a discussion on how the orientation has been adapted for online participation.