University of Illinois Urbana-Champaign

Supplemantary File for Research Interrupted: Creating an Objective Observation Checklist for Integrating Diversity, Equity, and Inclusion in Undergraduate Engineering Instruction

Jong, Jae Jun; Cromley, Jennifer; Avent, Cherie

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https://hdl.handle.net/2142/133120

Description

Title
Supplemantary File for Research Interrupted: Creating an Objective Observation Checklist for Integrating Diversity, Equity, and Inclusion in Undergraduate Engineering Instruction
Author(s)
  • Jong, Jae Jun
  • Cromley, Jennifer
  • Avent, Cherie
Issue Date
2026-04-20
Keyword(s)
observational system, faculty professional development, instructor training, lectures
Date of Ingest
2026-04-20T10:15:45-05:00
Geographic Coverage
United States
Abstract
These are supplementary materials to a submitted manuscript with the following abstract. We aim to develop and gather data on the validity of a new objective observation checklist to measure undergraduate engineering instructors’ DEI-related teaching behaviors, called the DEI-COI. We developed and then used the DEI-COI to code 70 publicly available undergraduate engineering lecture videos across a range of disciplines. We used chi-square tests to identify statistically significant co-occurrences of instructors’ DEI-related teaching behaviors. The DEI-COI identified that instructors’ DEI-related teaching behaviors are generally focused on academic support. In addition, when instructors provide more assignment tips they also talk about flexibility around assignments. Furthermore, when instructors admit that they do not know everything (and that students can know more than instructors) they also a) positively acknowledge students’ contributions, b) emphasize that help is available to students, and c) open to more than one answer and explanation. The data analysis based on the DEI-COI showed that instructors currently teaching undergraduate engineering courses implement a few DEI-fostering practices, and what they do implement is focused on general interactions with and academically supporting students. While the instructors generally show positive DEI-related teaching behaviors, there is a multitude of missed opportunities to incorporate diverse examples of engineering applications and engineers as well as a multitude of missed opportunities to create and offer options for DEI-focused assessments and assignments. This study suggests that the DEI-COI can be used to observe and provide information about undergraduate engineering instructors’ DEI-related teaching behaviors.
Type of Resource
text
Genre of Resource
other
Language
eng
Sponsor(s)/Grant Number(s)
US National Science Foundation award #2308531
Copyright and License Information
(c) The authors

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