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Recent events have highlighted the importance of diversity, equity, and inclusion (DEI) within engineering education. Improvement of DEI within these settings faces a variety of obstacles, most notably a dearth of models for effective assessment of DEI initiatives. In this evidencebased practice paper, we detail the process by which a DEI climate survey was adapted and executed within a School of Engineering at a large public Texas university. After establishing specific design criteria and principles, research-practice partnerships were sought out with social scientists to address gaps in understanding of DEI evaluation. After review of numerous existing surveys, the 14-item CELL-MET Engineering Research Center's culture of inclusion scale was identified as the most robust scale that met our parameters. Adaptations were made to accommodate our application, and specific strategies were employed in survey deployment that resulted in an 18% response rate in the spring of 2021, when all courses were being taught online. Research-practice partnerships were extended into the analysis and synthesis stages to best translate findings into policy recommendations and to identify improvements for future administrations of this survey. [ABSTRACT FROM AUTHOR]

In this evidence-based practice paper, the recently established CIRE educational model was incorporated, and modified, to establish an alternative pedagogical framework for a virtual, fastpaced summer engineering course in a private university in Texas. Transitioning to fully online courses in the wake of COVID-19 required a rapid modification of traditional pedagogical methods to overcome challenges such as the lack of academic resources and established campus practices, while simultaneously ensuring the academic and social development of students. In this regard, a pedagogical framework known as the CIRE model - which is the acronym for Communication, Initiation, Reduction, and Extension - was recently designed and implemented in a Rigid Body Dynamics Fall semester course, which generated favorable results. In this study, the CIRE model was adopted for a virtual Statics-Strength of Materials summer [six-week] course to test its effectiveness in a slightly different timeframe. However, the Initiation and Extension components of the model were modified to adapt to the fast-paced structure and allow the students to enhance their academic preparation despite the virtual setting. As such, rather than initiating homework sets during the lecture, as established in the CIRE model, step-by-step examples were instead performed during lecture sessions to strengthen the intuitive nature of solving homework problems. Similarly, the last component of the model was tailored for exams during the fast-paced summer course rather than for every assignment as stated originally. A survey was conducted with a cohort of twenty-four students to gauge responses and understand their perspectives regarding the pedagogical framework adopted. Results indicate that the implementation of the CIRE model, with its two modified components, allowed engineering students to have a holistic understanding of the course material despite the fast-paced timeframe. Students were able to successfully complete assignments individually and correlate theoretical aspects with engineering applications. [ABSTRACT FROM AUTHOR]