ENGINEERING INCLUSIVE ENGINEERS®

COURSE DESCRIPTION

Everyone’s talking about JEDI. What does that even mean? And what does it have to do with engineering? This training is intended to answer those questions and more.  Providing a foundation for individuals and teams, we lay the groundwork for cultivating a culture of justice, equity, diversity, and inclusion (JEDI) in engineering organizations. Exercises are designed to draw explicit connections between JEDI principles and codes of ethics of engineering and computing societies and to promote reflection on and accountability for personal and professional attitudes and behaviors.

LEARNING OBJECTIVES

After completing this training, participants will be able to:

• differentiate among justice, equity, diversity, and inclusion;
• recognize JEDI principles in the contexts of engineering and computing codes of ethics;
• identify attitudes, behaviors, and well-intended ideologies that are counter to JEDI; and
• employ strategies - as targets, allies, or offenders -to manage behaviors that are counter to JEDI.

RCEP INFORMATION

PDH Credit: 1.0 Hour (Most Jurisdictions)

Delivery Method: On Demand

Categories of Activity: Ethics/Business Practices

COURSE DESCRIPTION

Why does my organization struggle to attract and retain engineers from diverse backgrounds and identities? How can I effectively challenge systemic barriers to diversity, equity, and inclusion? How can I contribute to and foster a just, equitable, and inclusive workplace and/or academic climate? If you have ever asked these questions, this training will provide you with a starting point for answering them. It includes a series of thought-provoking activities that are designed to raise awareness of biases and stereotypes and provide strategies for overcoming systemic inequities to not only address workplace/academic culture and climate, but to also improve engineering design. Integrated throughout are examples that cover multiple and intersectional identities such as race, ethnicity, disability, gender, class, age, and sexual orientation and that illuminate strategies for participants to become change agents in their organizations.

LEARNING OBJECTIVES

After completing this training, participants will be able to:

• recognize biases and stereotypes – explicit and implicit, positive and negative – and their impacts on engineering education and practice;
• act as change agents to challenge and overcome systemic inequities; and
• identify and overcome organizational barriers to systemic change.

RCEP INFORMATION

PDH Credit: 1.5 Hours (Most Jurisdictions)

Delivery Method: On Demand

Categories of Activity: Ethics/Business Practices