Identification should include representatives of differing
- genders
- cultures
- races and ethnicities
- nationalities
- educational levels/formal training levels
- principle fields or specializations in engineering, such as
- aerospace
- biomedical
- bioengineering
- civil
- environmental
- computer engineering
- chemical
- materials engineering
- mechanical
- electrical
- systems
- fire protection and safety
- polymer
- petroleum
- nuclear
- mining and minerals.
Process/Skill Questions:
- Why is it important to examine engineering in other parts of the world?
- What advancements in engineering have happened that affected advancements locally?
- What engineering in the U.S. is built on engineering advancements from other countries?
- How do societal representations and preconceived notions influence what we think engineering work is and who can do it?
- What can be done to broaden the diversity of the demographics of engineering education at the college and university level, and how will this benefit society?