@inproceedings{bug_bottomley_2023, title={Designing Professional Development to fit your Audience (Other)}, url={https://doi.org/10.18260/1-2--42996}, DOI={10.18260/1-2--42996}, author={Bug, Leah and Bottomley, Laura}, year={2023}, month={Jun} }
 @inproceedings{bottomley_pender_2023, title={Do Short-Term Diversity Trainings Have Lasting Effects?}, url={https://doi.org/10.18260/1-2--43194}, DOI={10.18260/1-2--43194}, abstractNote={Abstract The desire to institute diversity trainings for large organizational populations is common, but the opportunities may be limited, particularly in the case of university student, faculty, and staff in a large College of Engineering. In this time in history, when incidents related to bias against diverse populations, whether that diversity is racial, ethnicity, gender, sexuality, or ability-based, the desire to inculcate attitudinal and skill-based sensitivity to diversity is particularly important. NC State University has established diversity training for faculty, staff, and students. The training is online and provided by a well-recognized organization, EverFi. Training for undergraduate students is optional. For faculty and staff, the University has set in place a required DEI Training Component for performance plans, which can include EverFi training, among other activities. The NC State College of Engineering desired to provide additional attention to the importance of diversity for engineers. Desiring to maximize effectiveness, in-person training was desired, despite the difficulty of enforcing a required in-person training for thousands of students. As a first step, a diversity, equity, and inclusion module was designed for use during new student orientation. This module consisted of a 45 minute session led by engineering DEI professionals. It was implemented through a short discussion followed by facilitated role plays. The module was implemented and tested on a smaller scale for testing before its use with the large incoming student population. This paper presents assessment results from three implementations of the module, done after six months. The first was as training for engineering students hired as leaders for engineering summer programs. The second was for a group of college advisors working with high school students. The final implementation was as a part of new student orientation for 1800 new first year students.}, author={Bottomley, Laura and Pender, Kimberly}, year={2023}, month={Jun} }
 @inproceedings{bottomley_bauerle_torres-gerald_hall_2023, title={Using a Framework to Define Ways of Integrating Ethics across the Curriculum in Engineering}, url={https://doi.org/10.18260/1-2--44560}, DOI={10.18260/1-2--44560}, abstractNote={Abstract Ethics are an important part of engineering and computer science education for many reasons, ABET accreditation being only one. Historically, engineering ethics have been taught as a part of a specific class, often outside of the engineering and computer science disciplines. Additionally, ethics is an important part of education in other disciplines, including medicine and law. Movements for teaching ethics across the curriculum emerged in these fields before comparable movements in engineering that became more common in the early 2000’s. Integration of ethics across the engineering and computer science disciplines remains isolated, with examples most common in biological and biomedical engineering. It is possible that, despite the availability of ethics workshops and other resources, many teachers of engineering and computer science are limited in their ability to fit ethics into their classes. After all, engineering statics or circuits do not immediately present themselves as easy courses to insert ethical case studies. Because of this, ethics remains, in many cases, confined to external courses or to senior design. What constitutes an ethical issue in engineering is typically defined loosely, by looking at professional codes of ethics and concomitant case studies. This paper presents an alternative approach based on an ethical framework developed at James Madison University as a part of an ethics across the curriculum effort. The framework was used as a basis for work at an NSF-sponsored workshop on the future of STEM education by a small group of researchers. During the workshop, the group focused on application of the framework to biology. After the workshop, they revisioned the outcome to apply to engineering and computer science. The framework is presented together with a tool developed to guide any instructor at the college level to select ways to insert ethical considerations into their class. These insertions could come from case studies, every day examples, or even instructional approaches.}, author={Bottomley, Laura and Bauerle, Cynthia and Torres-Gerald, Lisette and Hall, Carrie}, year={2023}, month={Jun} }
 @article{bottomley_catete_mbaneme_daniel_pender_reynolds_marshall_2021, title={Developing Sustainable, Mutually Collaborative, Global Partnerships}, DOI={10.1109/WEEF/GEDC53299.2021.9657357}, abstractNote={We examine partnerships between a United States university and K-12 schools in Rwanda. Our program uses an engineering-outreach model to qualitatively explore global student experiences and through collaborative efforts, how integration and dissemination of knowledge has occurred. The developed educational model emphasizes problem-solving and critical-thinking over sophisticated materials. The national curriculum aligned activities are designed to be accessible to classrooms with limited resources. Through this multi-year partnership, our team derived a series of lessons learned regarding contextualized diversity, culturally situated learning, and pathways for sustained mentorships.}, journal={2021 WORLD ENGINEERING EDUCATION FORUM/GLOBAL ENGINEERING DEANS COUNCIL (WEEF/GEDC)}, author={Bottomley, Laura and Catete, Veronica and Mbaneme, Veronica and Daniel, Angelitha and Pender, Kimberly and Reynolds, Kanton and Marshall, Lisa}, year={2021}, pages={82–87} }
 @article{chance_bottomley_panetta_williams_2018, title={Special Issue on Increasing the Socio-Cultural Diversity of Electrical and Computer Engineering and Related Fields}, volume={61}, ISSN={["1557-9638"]}, DOI={10.1109/TE.2018.2871656}, abstractNote={Universities and colleges struggle to achieve their diversity goals in disciplines including electrical engineering, computer science, and computer engineering. Even if entering students are sufficiently diverse, programs are challenged to provide appropriate support and develop engagement opportunities that enable these students to succeed. Some students from minority populations may have had schooling less well funded than that of their mainstream peers, and while capable of succeeding, may be differently equipped than their peers. This special issue asks: How can efforts to increase success of minority students be designed and implemented? How can programs help faculty to understand challenges diverse students face? How can they change their teaching methods?}, number={4}, journal={IEEE TRANSACTIONS ON EDUCATION}, author={Chance, Shannon M. and Bottomley, Laura and Panetta, Karen and Williams, Bill}, year={2018}, month={Nov}, pages={261–264} }
 @inproceedings{albers_bottomley_parry_2013, title={The creation, evolution and impact of a GK-12 outreach model}, booktitle={Proceedings of the American Society for Engineering Education}, author={Albers, Lynn and Bottomley, Laura and Parry, Elizabeth}, year={2013} }
 @inproceedings{albers_bottomley_2013, title={The heart of a successful education - one journey through graduate school}, booktitle={Proceedings of the American Society for Engineering Education}, author={Albers, L. and Bottomley, L.}, year={2013} }
 @inproceedings{rajala_bottomley_parry_cohen_grant_thomas_doxey_perez_collins_spurlin_2004, title={The North Carolina State University women in science and engineering program: a community for living and learning}, booktitle={American Society for Engineering Education}, author={Rajala, S. A. and Bottomley, L.J. and Parry, E. A. and Cohen, J. D. and Grant, S. C. and Thomas, C. J. and Doxey, T. M. and Perez, G. and Collins, R. E. and Spurlin, J. E.}, year={2004} }
 @article{bottomley_jones_2003, title={Lifelong education}, volume={9}, ISSN={["1077-2618"]}, DOI={10.1109/MIA.2003.1195678}, abstractNote={Electrical-safety training should be discussed and taught to people from early childhood throughout their careers. Effective electrical-safety training is a "soft" technology that is never complete. As knowledge is generated, the new information should be offered to the entire community for acceptance or rejection. Effective electrical-safety training is a critical element of an effective electrical-safety program. One of the most effective learning processes is emulation-watching someone else and then imitating the observed practice. Emulation serves as the basic principle upon which apprentice programs are based. When a "student" observes an unsafe practice, the "teacher" has some responsibility for any injury that might result. This article offers experience-based thoughts related to breaking that chain.}, number={3}, journal={IEEE INDUSTRY APPLICATIONS MAGAZINE}, author={Bottomley, LJ and Jones, RA}, year={2003}, pages={16–22} }
 @inproceedings{bottomley_spurlin_parry_2003, title={The view from here: how the freshman experience looks to young women at NC State University}, booktitle={American Society for Engineering Education}, author={Bottomley, L. and Spurlin, J. E. and Parry, E.}, year={2003} }