2025 ASEE Annual Conference & Exposition

This work in progress paper is intended to assess how engineering programs are currently incorporating Justice, Equity, Diversity, and Inclusion (JEDI) in their curricula. JEDI has been a major point of discussion in terms of higher education. While there are varying views on the subject, the purpose of JEDI is to promote representation, participation, and fairness. We present this scoping review to understand how engineering programs are integrating JEDI frameworks into their curriculums to help meet the needs of diverse populations.

This review will be conducted using the Arksey and O’Malley framework excluding the optional sixth step. This framework is as follows: (1) identifying the research question, which is generally broad and provides guidance for subsequent steps; (2) identifying relevant studies, entails determining databases and search terms; (3) study selection, establishes inclusion and exclusion criteria; (4) charting the data, involves organizing the findings; (5) collating, summarizing, and reporting results, which is a numerical and descriptive analysis of themes; and the optional sixth step, (6) consultation which involves stakeholders. This framework will be carried out to provide a detailed exploration to answer the research question, “What strategies found in literature have engineering programs used over time to integrate Justice, Equity, Diversity, and Inclusion (JEDI) frameworks into their curricula?”

This paper seeks to understand the current efforts for incorporating JEDI frameworks into undergraduate curricula across the engineering disciplines. The review addresses the most up to date methods for integrating the JEDI framework into coursework and research. More broadly, we hope that this paper will ignite more conversations around the importance of JEDI themes in educating future practitioners. While this paper does not seek to change legislation, it is the hope that faculty, students, and those affiliated with engineering in higher education can identify valuable approaches to learning competencies associated with JEDI. The exploration of these approaches will aid in future areas of research and advocacy and will work to inform a much larger body of literature dedicated to observing the outcomes of JEDI and similar frameworks in a singular engineering discipline.