San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
Minorities in Engineering and Graduate Studies
25.68.1 - 25.68.30
Topic/Session: -Issues in recruiting, building and enabling diversity in engineering graduateeducation A MODEL FOR INCLUSIVE EXCELLENCE IN GRADUATE ENGINEERING EDUCATIONAbstractBased on pressing national need for workforce diversity and current barriers to under-representedminority students’ (URM) participation in academia, a model for inclusive excellence in engineeringeducation is proposed as a comprehensive data driven plan designed for effective tool for capacity-building. Production of increased number of women and URM graduates in STEM fields is achievedthrough broad-based outreach programs targeted at K-12 school students, community college students,Historical Colleges and Universities, teachers, counselors, parents and administrators. This paper attemptsto frame university’s progress of promoting diversity and inclusive excellence through five broaddimensions or goals across its academic departments and research centers:1. Establish a Multi-Campus Pipeline Framework for a Pre-College to PhD (Identification/ Recruitment) in STEM fields: Institutionally, this means developing an effective model for creating a multi-campus bridge program and academic culture that support the identification and preparation of eligible URM undergraduates for the PhD-track in STEM fields. The academic departments and associated partners are recognizing their roles in creating opportunities for inclusive access for STEM education through pre-college education and outreach programs embedded in faculty research.2. Build a Graduate Student-Centered Community (Mentoring/Retention). Institutionally, this means developing a structure for effective community engagement and mentoring partnership with all stakeholders (graduate students, post-docs, faculty, staff, and administrators) for production of increased number of URM in STEM PhD and postdoctoral programs. University’s academic units and research centers are recognizing their roles in capacity building for STEM workforce pipeline by broadly engaging graduate and undergraduate women and underrepresented minority students in center activities and building strategic relationships for Integrating Research, Education, Outreach and Diversity across partner institutions.3. Create Professional Development Opportunities that Build Community Among Graduate Students, Postdoctoral Fellows, and Faculty Members for school of engineering, it means recognizing its role in capacity building for STEM workforce and engaging women and underrepresented minority faculty in STEM activities.4. Foster an Inclusive academic climate that pays attention to the cultural differences learners bring to the educational experience, a climate that welcomes and engages all of its diversity in the service of students and organizational learning.5. Develop and implement a comprehensive Diversity and Equity Scorecard (DES). Strategically, DES is a comprehensive tool for assessing school-wide progress and effectiveness in meeting its diversity and equity goals of increased access, excellence, retention, scholarship, positive environmental climate, and success of all students and faculty, especially women and underrepresented students and faculty. DES provides the assessment data and outcome-based strategy for improving school effectiveness in closing equity, inclusion or educational outcomes gaps (access, enrollments, retention, excellence, graduation, global preparedness) for all students, and equity gaps (recruitment, retention, scholarship, excellence) for all faculty and staff in a positive environmental climate.Some key performance indicators include high production of women PhDs in engineering. The AmericanSociety for Engineering Education ranked the school as second in North America for percentage ofdoctoral degrees awarded to women in 2009.
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