These ways of being and cultural narratives create barriers for all students and tend to disproportionately affect gender minorities, people of color, and first-generation students. I believe the world would be a fundamentally different place if the demographic composition of practicing engineers had been different throughout history.

My work in ENGR 101: Engineering, Design, & Society challenges this status quo by creating an intentional framework that welcomes all students while maintaining academic rigor and preparing them for the socio-technical realities of modern engineering practice.

At the heart of my approach is the belief that engineering education should be a dialogue, not a monologue. I integrate meaningful discussions into nearly every class session... Students ... actively question, explore, and challenge the status quo. These discussions transform abstract concepts into lived experiences, helping students see how social and technical factors intertwine in real engineering contexts.

My approach integrates three interconnected strategies into ENGR 101 that work together to create an inclusive and supportive learning environment as shown in Figure 1.

Creating Welcoming Spaces focuses on classroom structures and practices that validate diverse experiences, encourage authentic connection, and establish psychological safety.

Centering People in Content weaves social implications throughout technical material, demonstrating that human impact is integral to engineering design and innovation rather than an afterthought.

Fostering Community Engagement extends learning beyond the classroom through structured projects and experiences that connect students to the broader engineering community.

Together, these strategies create a foundation for both academic success and the development of engineers who understand their responsibility to create technologies that serve communities equitably. For more detailed information and examples of these strategies, please see the 3-Part Framework for Creating Belonging in Engineering.

In Their Own Words: Student Reflections

The impact of this framework is perhaps best captured in students' own reflections. These comments reveal how the course transforms not just what students know, but how they see themselves and the engineering profession.

Belonging and Representation

This sentiment reflects the intentional work of creating welcoming spaces. When students feel genuinely recognized, they engage more deeply with challenging content and develop confidence in their contributions.

Challenging Stereotypes

By explicitly addressing engineering stereotypes and showcasing diverse engineer profiles, the course helps students reconstruct their understanding of who can be an engineer. This is particularly important for students from underrepresented groups who may have internalized messages that engineering "isn't for them."

Understanding the Why Behind Diversity

Through concrete examples of bias in design and the limitations of homogeneous engineering teams, students develop a practical understanding of why diverse perspectives matter in engineering—moving beyond abstract diversity statements to genuine comprehension.

Transforming Perspectives

This transformation represents the heart of developing a socio-technical mindset. Students leave the course understanding that technical excellence and social responsibility aren't competing priorities—they're inseparable aspects of good engineering.

Finding Purpose

This insight reflects a deeper understanding of engineering as more than problem-solving—it's also about problem definition and challenging assumptions. This perspective helps students develop as critical thinkers who can question the status quo.

These reflections demonstrate that creating belonging isn't just about making students feel welcome—though that matters deeply. It's about transforming how students understand engineering itself and their own potential role in creating a more just and inclusive profession.

Adapting This Framework for Your Context

While this three-part framework was developed for an introductory engineering course, its core principles can be adapted for various disciplines and educational contexts. Here are practical ways to implement these strategies in your own teaching:

Creating Welcoming Spaces

• Start small: Begin with one welcoming practice, like story sharing or collaborative norm-setting, rather than overhauling your entire course at once
• Find your authentic style: Adapt techniques to match your teaching personality rather than forcing approaches that feel inauthentic
• Use simple environmental cues: Playing music before class, arranging furniture to facilitate discussion, or displaying diverse imagery can signal inclusivity without requiring major structural changes
• Incorporate brief reflection moments: Even a 2-3 minute journaling prompt at the beginning of class can help students connect course content to their lived experiences
• Leverage teaching assistants: If available, TAs can extend welcome beyond formal class time through additional touchpoints like coffee hours or study sessions

Centering People in Content

• Examine existing examples: Look for case studies in your field where a lack of diverse perspectives led to problematic outcomes
• Start with low-stakes activities: The social identity wheel and privilege activities can be adapted to your discipline to build foundation for later technical content
• Use data: Present demographic statistics and research specific to your field to help skeptical students recognize patterns of exclusion
• Connect to professional standards: Reference ethics codes and professional responsibilities in your field that relate to inclusive practice
• Invite student experiences: Create opportunities for students to share how course topics connect to their lives and communities

Fostering Community Engagement

• Leverage existing resources: Identify spaces, events, and communities within your department that could serve as engagement opportunities
• Create structured pathways: Provide specific guidance for engaging with departmental resources rather than assuming students will seek them out
• Incentivize participation: Consider how course credit could recognize engagement with broader learning communities
• Partner with student organizations: Collaborate with clubs and affinity groups to create tailored experiences for your students
• Make space: If physical spaces like the makerspace don't exist in your context, consider creating even small gathering areas where students can collaborate. Also – the makerspace is open to all of WWU campus so feel free to use it!

Make It Yours

Perhaps the most important advice I can offer is to make this framework yours. Teaching approaches that feel forced or artificial rarely succeed, no matter how well they work for others. Throughout my teaching career, I have tried many practices that looked promising on paper but simply didn't work with my personal style or classroom dynamic.

For example, when I first attempted structured discussions using techniques recommended by inclusive teaching experts, I felt awkward and inauthentic—and my students could tell. Rather than abandoning the goal of inclusive discussion, I experimented with variations until I found approaches that felt natural while still achieving the aim of equitable participation.

Find your edge between comfort and growth. Stretching yourself is necessary for development, but pushing too far beyond your authentic teaching self creates disconnection. I've learned to ask myself: "Does this practice feel like an extension of my values, or am I performing someone else's teaching philosophy?" The practices that endure are those that align with your core values while stretching your skills incrementally.

Pay attention to your energy. Teaching practices that drain you consistently, even with practice, may need modification or replacement. I've found that energizing teaching approaches—even challenging ones—create a positive feedback loop that benefits both teacher and students. The story sharing activity initially felt vulnerable and risky to me, but the energy and connections it generated made it sustainable.

Finally, remember that creating welcoming spaces looks different for every instructor. Your background, teaching style, and personality will shape how you implement these strategies. An introverted instructor might create welcome through thoughtful written feedback and one-on-one connections, while an extroverted teacher might leverage group discussions and dynamic activities. Both approaches can be equally effective when they represent authentic expressions of the instructor's values and strengths.

Think of this framework as a flexible foundation. Take what resonates, modify what needs adjustment, and leave what doesn't serve you or your students. For me, the most effective welcoming practices are those that feel like a natural extension of who you already are as an educator.