Incorporating Diversity, Equity, And Inclusion Content Into Bioengineering Curricula: A Program-Level Approach
Incorporating Diversity, Equity, And Inclusion Content Into Bioengineering Curricula: A Program-Level Approach
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将多样性、公平性和包容性内容纳入生物工程课程：项目级方法
DOI：
10.1115/1.4063819
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Taylor, Alyssa C.
中科院分区：
文献类型：
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作者：
Mollica, Molly Y.;Olszewski, Emily;Kiyohara, Casey;Matusalem, Danafe;Ochs, Alexander;Imoukhuede, Princess;Regnier, Michael;Yasuhara, Ken;Thomas, Wendy;Taylor, Alyssa C.
多样性、公平性和包容性（DEI）与生物工程相互关联，但在历史上却没有出现在认证标准和课程中。为了教育DEI胜任的生物工程师和满足不断变化的认证要求，我们采取了程序级的方法，通过生物工程本科课程纳入，目录和评估DEI内容。为了支持教师添加DEI内容和包容性教学法，我们的团队开发了一个DEI规划工作表，并在课程前后对教师进行了调查。在学年中，74%的教师提供了一个前期和/或后期的反应。91%的受访教师描述了至少一个DEI课程内容的改进，88%的教师采用了至少一种新的包容性教学方法。根据教师报告的课程调整，我们将生物工程相关的DEI内容分为五个DEI能力类别：生物伦理，包容性设计，包容性奖学金，包容性专业和系统性不平等。为了评估DEI内容的整合，我们通过课程作业，模块结束时的学生调查，期末课程评估和年终计划审查进行了直接评估。当被问及他们在该计划中的经验对他们发展具体的DEI能力有多大帮助时，学生们报告了相对较高的平均值3.79（1=“根本没有”到5=“非常多”）。此外，根据学生在课程作业和其他学生反馈中的表现，我们发现教师能够有效地将DEI内容纳入各种课程中。我们提供了这个框架和经验教训，以通过类似的动机，以培养工程专业人才，并为所有学生提供公平，包容的工程教育的计划。
Diversity, equity, and inclusion (DEI) are interconnected with bioengineering, yet have historically been absent from accreditation standards and curricula. Toward educating DEI-competent bioengineers and meeting evolving accreditation requirements, we took a program-level approach to incorporate, catalog, and assess DEI content through the bioengineering undergraduate program. To support instructors in adding DEI content and inclusive pedagogy, our team developed a DEI planning worksheet and surveyed instructors pre-and post-course. Over the academic year, 74% of instructors provided a pre-term and/or post-term response. Of responding instructors, 91% described at least one DEI curricular content improvement, and 88% incorporated at least one new inclusive pedagogical approach. Based on the curricular adjustments reported by instructors, we grouped the bioengineering-related DEI content into five DEI competency categories: bioethics, inclusive design, inclusive scholarship, inclusive professionalism, and systemic inequality. To assess the DEI content incorporation, we employed direct assessment via course assignments, end-of-module student surveys, end-of-term course evaluations, and an end-of-year program review. When asked how much their experience in the program helped them develop specific DEI competencies, students reported a relatively high average of 3.79 (scale of 1=“not at all” to 5=“very much”). Additionally, based on student performance in course assignments and other student feedback, we found that instructors were able to effectively incorporate DEI content into a wide variety of courses. We offer this framework and lessons learned to be adopted by programs similarly motivated to train DEI-competent engineering professionals and provide an equitable, inclusive engineering education for all students.