I-Corps L: National Center for Inclusion in Engineering Education

工程领域妇女积极主动网络实施了工程包容性教学-九个基于网络的、可广泛获取的学习模块，供希望探索和采用促进包容性学习环境的课堂战略的工程系教师使用。EIT作为一种教育创新具有吸引力，因为1）教师在18个月内访问EIT的学习模块超过15，000次，表现出对基于研究的包容性教学资源的极大兴趣和需求; 2）评估结果显示，参与者认为EIT的资源质量高（97%），适用性强（98%）;和3）EIT的观众存在一个成功的模式-基于网络的国家中心教师发展和多样性。建设教师能力，创造和维持包容性的工程文化和学习环境是主要重点。文化可以是一个重要的驱动力，在工程学院的流失。工程文化往往是不欢迎和失调的代表性不足的群体的成员。教师，通过他们的个人和集体行动，是大学校园的学习环境，工作环境和文化的设计师和管理员。在高等教育中，人们普遍认为：大学/学院教师所拥有的将得到维持。当教师看到变革的必要性，知道什么类型的变革是必要的，对变革负责，并熟练地实施变革时，这些环境就会发生变化。拟议的项目旨在推进工程教师的一系列包容性主题的基础知识，这些主题适合工程教育环境，并旨在建设在工程教育中创造和维持包容性文化的能力。通过其在各种项目上的工作，WEPAN了解到，教师将投资于专业发展，并在与多样性和包容性有关的认识、知识、信心和行动方面取得显著进展。为了取得重大进展，这些知识必须容易地为许多教师提供。通过参与I-Corps L精益启动过程，WEPAN将探索扩大这些测试方法并使其自我维持的可行性。

The Women in Engineering ProActive Network (WEPAN) has implemented Engineering Inclusive Teaching (EIT) - nine web-based, widely accessible learning modules for engineering faculty who wish to explore and adopt classroom strategies that foster inclusive learning environments. EIT is attractive as an educational innovation because 1) faculty have demonstrated remarkable interest and demand for research-based, inclusive teaching resources by accessing EIT's learning modules more than 15,000 times over a period of 18 months; 2) evaluation results show that participants consider EIT's resources high quality (97%) and highly applicable (98%); and 3) a successful model for EIT's audience exists--the web-based National Center for Faculty Development and Diversity. Building faculty capacity to create and sustain inclusive engineering cultures and learning environments is the primary focus. Culture can be a significant driver of attrition in engineering colleges. Engineering cultures are frequently unwelcoming and ill-attuned to members of underrepresented groups. Faculty members, through their individual and collective actions, are the designers and stewards of learning environments, working environments and cultures on university campuses. It is widely understood in higher education: what the faculty own in a university/college will be sustained. Changes in these environments will occur when faculty members see the need for changes, know what types of changes are necessary, take responsibility for changes, and skillfully implement them. The proposed project is intended to advance engineering faculty foundational knowledge of a range of inclusion topics that are tailored to engineering education environments and directed at building capacity to create and sustain inclusive cultures in engineering education. Through its work on various projects, WEPAN has learned that faculty will invest in professional development and achieve noteworthy gains in awareness, knowledge, confidence and actions related to diversity and inclusion. To make significant progress, such knowledge must be made easily available for many faculty. By engaging in the I-Corps L Lean Start-up process, WEPAN will explore the feasibility of scaling these tested approaches and making them self-sustaining.