ACTIVITIES:

1. In groups of four, students can delve deeper into one of the seven recommendations provided and then create a presentation on how different suggestions could help improve the diversity or the quality of the research that is still occurring 20+ years later.

2. As this study was completed in 2003 by the founder and CEO of a company called MentorNet, students can see if the recommendations provided by the study were given follow through to help recruitment and retention of women in engineering.

3. Lastly, since we are on the campus of Cal Poly Pomona, in groups, students could also interview an Engineering professor to discuss any changes that they have seen regarding the gender representation within the last 10 to 20 years.

ACTIVITY:

1. I would have students create a timeline of important engineering projects and inventions that have helped the engineering field or impacted American history.

2. I would have students begin to theorize what life would have looked like if a specific engineer or product was not provided. I would want students to identify how this subtraction would affect the field and history as we know it. As this is all theoretical, I would want students to justify their reasoning by using evidence and examples. The purpose of this activity is to show how important innovation and development is to engineering and technology. The impact of missing one invention is crucial to life as we know it.

Activity: Students will work with a partner to complete a deeper historical dive on one of the 20 engineers listed. If students are interested in selected a different engineer who was a leading expert for their time but got little to no recognition, they could also choose to do a report on that individual. Students will prepare a 5-minute presentation on their engineer and explain who they are, what they did, provide an explanation as to why and/or how they did not get the credit they deserved, and explain who got the credit instead (and why). I then want them to write a thank you letter for how their life (the student) has been impacted by the contribution the engineer made.

Activities:

1. In a groups students will select one of the seven innovations presented and modify them in a way that might serve their local community. Then present and explain how the innovation would serve their community.

2. Students will reflect on the solutions provided and try to draw any drawbacks from the solutions presented that they may face realistically if implemented at scale. Students will come up with any responses to the drawbacks identified.

Activity: Students will chose a “small” invention such as a nail (but not one of the seven discussed in the video) to research the historical relevance of the item. Working in groups of four, students will chose 3 different small items to research and identify the origin of each invention. Using a class map, students will categorize the items and place a marker to show where the invention was first designed. They can then see the need for communication within the STEM field.

Activity: I would utilize this site to have students select one invention to focus on to complete a research project. Students can select any invention they choose, and they will have to do a deep dive into the historical contribution and the personal story that inspired the inventor at the time they began the process. They will also have to explain any hardships and/or challenges that the inventor experienced while developing the product of focus. Students will be able to select from a choice board 3 different ways to show their researched information in a creative manner. Some options may include creating a social media account for the person, writing a poem, creating any type of artwork inspired by the information found, writing and publishing a children’s storybook, or performing a TedTalk that focuses on the product and the story of the inventor to name a few option. Each choice should provide more information and shed more light on the individual and the product that they created.

This assignment should showcase the student’s creative abilities while also providing evidence of their ability to research thoroughly.

Activity: I would ask students to identify things on campus that are not accessible to all due to disabilities (such as pep rallies for students who have an aversion to loud sounds, wheelchair friendly classrooms, or fire drill protocols). I want students to design solutions to these issues on campus, and write a letter to the administration that provides an explanation of the problem with their designed solution. Their solutions should be explained thoroughly with detailed reasons of how the problems are addressed.

Activity:

1. Students will interview engineers that have patented technologies that have promoted accessibility of disabled groups.

2. Students will identify technologies that assist in their everyday life and explain how the technology improves their life.

Activity:

1. Students will identify three engineering careers that interest them and explain why diversity would be important in that field.

2. Students will share their finding with the class.

Activity:

1. Students will identify why it is important that engineers design products and services with inclusivity in mind.

2. Students will identify certain products that have been designed to be inclusive and how the inclusivity has benefited the target demographic.

Activity:

1. After reading the article, students will select five out of the 25 strategies discussed and highlight their importance.

2. Students will come up with an additional five ways to promote inclusivity and explain how the additional methods will promote inclusivity.

ACTIVITY: In small to medium-sized groups, students can develop a business plan for an engineering firm that specializes in the sells of a specific product. Students will need to develop a plan that utilizes all five EDI guiding principles mentioned in the article, ensuring that they understand how their business benefits by using these processes. Since the class is a CTE course, I want to design the course to be similar to a job on work days so there will be leads for each team using similar titles as a typical engineering firm's hierarchy.

Activity:

1. In groups, students will simulate different project scenarios as a team with various degrees of diversity. Students will be given various strategies on managing diversity as well as how diversity would affect certain scenarios in the simulation.

2. After the simulation, students will reflect on how diversity impacted the simulation and the effect it has on the goals accomplished in the simulation.

Activity:

Students are to select one of the six strategies given to promote inclusivity in a team and describe how this strategy would be the most important.

ACTIVITY: After reading this article, students can reflect on ways they can make their class more equitable and inviting for their own colleagues. I would do this as a beginning of the school year activity so that students can create a social contract (or a business contract) for how they need to act towards one another inside and outside of the classroom. This allows students to see the reasoning for giving every student a voice for their work environment. This would be the contract/classroom management plan that I would utilize for the remainder of the semester. They could update the contract at the beginning of the second semester upon request from their "union leaders".