Abstract
While an instructor may not be able to control the diversity present in their classroom, what is under their control is the way in which this diversity is addressed. On certain levels general characteristics, such as an emphasis on respectful attitudes for example, can provide overarching support for all students. From a learning perspective however, the recognition of multiple learning styles may require a more specialized approach to ensure that benefits can be realized by everyone in the classroom. This paper will consider these learning styles from within both an introductory soil mechanics course, as well as an upper level geotechnical engineering design course. Additionally, the inclusion of several of AAC&U’s High Impact Practices such as writing intensive courses, collaborative assignments and projects, undergraduate research, and capstone projects that have shown to have a positive impact on diverse student populations and have been applied in these courses will be described.