Abstract The Research Institute for STEM Education (RISE) brings together a multi-disciplinary research team whose mission is to study the complex array of factors contributing to diverse students’ successful academic experiences in science, technology, engineering, and mathematics majors (STEM) in the United States (U.S.). Utilizing a combination of narrative and artifact analysis, RISE develops recommendations to educators and academic policy makers based on those factors. RISE also strives to promote a more equitable and diverse cultural climate within engineering education. This paper will review the recommendations made during fifteen years of research on equity in U.S. engineering education for consideration by engineering educators working in other cultural contexts. The recommendations can be loosely categorized into seven domains: communication, college culture, department culture, classroom culture, faculty-student interactions, student-peer interactions, and academic pathway.
Paper to appear in April 2018. Link will be available in IEEE Explore.