2025 ASEE Annual Conference & Exposition

This paper is a systematic critical review focused on secondary sources that reflect how inclusion in engineering education has advanced in South Dakota for the last ten years, a region distinguished by its varied population that is not reflected in the student body statistics. As the research design focuses on synthesizing existing evidence to evaluate inclusive engineering education policies and practices in South Dakota, it is derived from academic publications, institutional reports, and policy documents. This study seeks to identify gaps and educational practices hindering inclusivity in engineering education. We also want to make visible the criteria that constrain the design of educational programs and curricula in engineering education. To address these goals, we reviewed academic and policy documents spanning the past decade and analyzed how inclusive education within engineering education in South Dakota has advanced.
Our findings suggest that while some efforts and research have been made to foster inclusivity in engineering programs, significant opportunities for further study and intervention still exist. Additionally, more research is needed to understand how these initiatives affect the broader student population and their ability to cultivate mutual respect and understanding across different contexts. A new challenge in this landscape arises from state-imposed restrictions, echoing the national regulations, that limit the development of targeted educational programs specifically aimed at particular groups. These restrictions have made it increasingly difficult for institutions to create specialized support systems that directly address the needs of specific populations. Consequently, there is a pressing need for innovative solutions that comply with these legal constraints while fostering a sense of belonging and inclusion for all students.
Programs encompassing underrepresented and non-underrepresented populations may serve as a bridge, supporting collaboration and understanding across different cultural and social experiences. When properly designed, such initiatives can help ensure that all students—regardless of background—develop the competencies and skills necessary to succeed in an interconnected world. However, these broader initiatives must be carefully evaluated to ensure they do not inadvertently reduce the focus on the unique challenges faced by specific student groups. Instead, they should create an environment where everyone can contribute and thrive, enriching all students' overall academic and social experience.