1. Educating and Empowering Student Change Agents in the College of Engineering Alexis Nelson Program Operations Specialist, UW ADVANCE Graduate Student, College of Education January 30, 2015 Samuel E. Kelly Ethnic Cultural Center

2. Road Map 1.PEERs Program Overview 2.Seminar Background 3.Seminar Topics 4.Curricular Approaches 5.Outcomes 6.Implementation

3. PEERs Overview 20142008 National Science Foundation Grant HRD-0833338 Engineering Seminar Student Leaders Campus Climate Survey Capacity Building Institute Background

4. PEERs Seminar Goals Raise Awareness Cultivate Change Agents Promote Action

5. PEERs Seminar Identities Race Gender Ability Sexual Orientation Socioecon Status Ethnicity Intersections of Identities

6. Seminar Topics Privilege Why Diversity Matters Structural & Implicit Bias Allyship Stereotypes & Belonging Socialization

7. Curricular & Pedagogical Approaches Peer-to-Peer Jigsaw Groups Context- Specific

8. Curricular & Pedagogical Approaches Peer-to-Peer Community Presentations Jigsaw Groups Student Panel

9. Context- Specific Curricular & Pedagogical Approaches Engineering- Specific Content Personal Digestible Research

10. Outcomes: Differences in Understanding Understanding of how institutions may unintentionally perpetuate bias in engineering Understanding of the deeper consequences of bias in engineering education Understanding of the concept of white privilege Understanding of the importance of being an ally to those from underrepresented groups 2.52 4.45 2.69 4.59 2.97 4.62 3.48

11. Outcomes: Differences in Action 2.79 3.90 2.17 3.00 4.24 3.03 4.07 Challenge situations of bias when I observe them Cite data related to diversity in conversations with others I feel equipped to be a proactive agent in countering bias in the College of Engineering Make positive contributions to the engineering community with respect to diversity

12. Outcomes Student Quotes “Material covered was quite different than other subjects I’ve studied. It was refreshing to get a new perspective on society and how I fit in it.” “I learned a bucket load about bias and how to be an ally. Every week challenged by preconceived notions.” “It was very interesting to learn about diversity and discuss with my classmates. Diversity is not something that everyone feels comfortable talking about, so it was nice.”

13. Implementation & Conclusion “In reality, everybody knows that we are having this conversation about diversity in engineering, but few people explicity acknowledge this conversation. The PEERs program works because they have provided a forum for that conversation.” ~PEERs Student Students are receptive to diversity research Students appreciate a forum to discuss identity and diversity Students transfer knowledge into action Students are vital to transformation of climate in engineering