An issue impacting my field is the limited number of underrepresented students and women pursuing a degree in material science and engineering or any engineering discipline for that matter. These underrepresented students are, but not limited to, first-generation, former foster youth, LGBTQ+, students of color, students with disabilities, and veterans. The lack of diversity in the engineering workforce has been a continuous problem despite numerous efforts over decades to remedy the situation. While one can say that diversity has increased as a result of the countless focused efforts, this engineering profession should not become complacent in this effort but rather become energized to further improve its diversity and inclusion situation for all students. There is colossal evidence to attest that the diversity in the engineering department student bodies is regressing. I get the impression that diversity has stagnated in the engineering department. In today’s society, there is a more erudite and articulated understanding for the need for diversity and inclusion; hardly viewed as an act of altruism. We are in an era where diversity and inclusion are business necessities to improve globalization, provide comfortability and acceptance for the wide variety of cultures in its student population, and ultimately enhance the engineering design and ingenuity needed for accomplishing novel research developments. Many have argued this diversity and inclusion situation stems from a lack of engineering “attractiveness,” more specifically its content and style of pedagogy adopted by its professionals. One recommendation one can propose to improve this situation is to focus on cultivating its form of pedagogy and limiting sole discretion to just engineering faculty members.