Instructors' Perspectives of Diversity, Equity, and Inclusion Activities in Engineering and Computer Science Courses

In this study, we use the EPIC-I (exposure, persuasion, identification, commitment, and implementation) framework as a lens for viewing instructor perceptions of including diversity, equity, and inclusion (DEI) activities in engineering and computer science undergraduate courses. The results provided evidence of three findings: (a) evidence existed of faculty participation at all levels of EPIC-I, (b) in moving through the EPIC-I framework, the evidence became scanter, and (c) although both groups were small, approximately equal numbers of participants were openly negative as were actively implementing additional DEI supporting activities in their classes. Implications and future work are discussed.