{"doi":"10.18260/1-2--34583","title":"Equity, Inclusion, and Ethics: Adapting a Mentoring Curriculum to Develop an Ethics Workshop for Engineering Students","abstract":"Abstract Fifteen years ago, a team of scholars from the University of Wisconsin-Madison created the “Entering Mentoring” curriculum targeting doctoral students in the STEM fields. Since that time, with funding from the National Institutes of Health (NIH), the National Science Foundation (NSF), and other agencies, this curriculum has been adapted for numerous disciplines and career stages and implemented nationwide through both the National Research Mentoring Network (www.nrmnet.net) and the Center for the Improvement of Mentored Experiences in Research (www.cimerproject.org). The initiatives associated with NRMN and CIMER now encompass multi-day training programs, hundreds of case studies, and several published guides for facilitators. In 2017, an NRMN-trained “Master Facilitator” adapted (with permission) portions of curricula that focused on equity, inclusion and ethics. The result was a 3-4 hour interactive workshop for engineering students that: (1) introduces issues in equity, inclusion and ethics as they apply to engineering; (2) models approaches for establishing safe and inclusive learning spaces; and (3) engages participants in case studies and active learning experiences. As part of the workshop, participants examine the code of ethics of the National Society of Professional Engineers (or an appropriate ethical code from their area of engineering specialization). This paper describes the development of this workshop, including early pilot testing and training of facilitators from Tau Beta Pi, the Engineering Honor Society, by colleagues from the University of Wisconsin-Madison. The workshop was revised based on these early experiences, and the final version was offered 20 times to 326 participants during 2018-19. We discuss results from surveys of these participants; share lessons learned; and offer recommendations for those interested in adopting (or adapting) this open-source curriculum.","journal":"2020 ASEE Virtual Annual Conference Content Access Proceedings","year":2020,"id":133645,"datarank":0.0,"base_score":0.0,"endowment":0.0,"self_citation_contribution":0.0,"citation_network_contribution":0.0,"self_endowment_contribution":0.0,"citer_contribution":0.0,"corpus_percentile":null,"corpus_rank":null,"citation_count":0,"citer_count":0,"citers_with_citation_signal":0,"citers_with_endowment":0,"datacite_reuse_total":0,"is_dataset":false,"is_dataset_confidence":0.9582,"is_data_producer":false,"deposit_databanks":null,"is_oa":true,"file_count":0,"downloads":0,"has_version_chain":false,"published_date":"2020-01-01","fair_score":null,"fair_percentile":null,"algorithm_id":"datarank_citation_only_1hop_v6","ranking_scope":"data_only","authors":[{"id":589650,"name":"Melissa McDaniels","orcid":"0000-0002-4415-2845","position":1,"is_corresponding":false},{"id":559869,"name":"Katy Luchini-Colbry","orcid":null,"position":0,"is_corresponding":true}],"reference_count":11,"raw_metadata":null,"created_at":"2026-07-18T23:16:20.998822Z","pmid":null,"pmcid":null,"fwci":null,"citation_percentile":null,"influential_citations":0,"oa_status":null,"license":null,"views":0,"total_file_size_bytes":0,"version_count":0,"fair_f":null,"fair_a":null,"fair_i":null,"fair_r":null,"fair_zscore":null,"fair_rationale":null,"fair_model":null,"fair_agent_version":null,"fair_fulltext_source":null,"fair_has_llm":null,"fair_computed_at":null,"clinical_trials":[],"software_tools":[],"db_accessions":[],"linked_datasets":[],"topics":[]}