Displaying all 4 results
- Conference Session
- Disability Track - Technical Session VI
- Collection
- 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
- Authors
- Alexander Michael Alvarez, University of Arizona; Paula C. Johnson, University of Arizona; Stephanie Zawada M.S., University of Arizona; Linda R. Shaw; Marla A. Franco, University of Arizona; Vignesh Subbian, University of Arizona
- Tagged Topics
- Disability
body of engineering education literature [1-3] that addresses the need to improvegender and ethnic diversity, there remains a gap in scholarship that addresses the need to improve accessfor STEM students with disabilities. As such, in this paper, we aim to examine and report efforts aroundinclusion of engineering students with disabilities at a large, public Research I Institution, and providerecommendations for improving and such initiatives.Background The AAAS Resource Directory of Scientists and Engineers with Disabilities first published in1978 and now in its fourth edition [4] presents data and statistics on people in science and engineeringwith disabilities and includes details on type of disability, age of onset, ethnicity, and
- Conference Session
- Disability Track - Technical Session IV
- Collection
- 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
- Authors
- Cassandra J. Groen, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Ashley Shew, Virginia Tech
- Tagged Topics
- Disability
ways in which students experience disability within the context of engineering education. Inparticular, we conducted an initial grounded theory analysis of interviews examiningprofessional identity formation in undergraduate civil engineering students who experiencedisabilities. From our analysis, we observed three themes that begin to highlight ways in whichthe experience of students with disabilities may contribute to their development as emerging civilengineers.Introduction & BackgroundWhile recent calls throughout the engineering education community have focused on increasingdiversity and broadening participation in STEM [1, 2], these conversations typically center onrace and gender, with little to no work addressing disability [3-6
- Conference Session
- Disability Track - Technical Session IV
- Collection
- 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
- Authors
- Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University
- Tagged Topics
- Disability
College of Speech & Language Therapists. (2017). “Inclusive Communication – Context.”Retrieved online from:https://www.rcslt.org/cq_live/resources_a_z/inclusive_communication/contextWillis, R. H. (1997), Affirmative Action And The Impact On Minority Engineering Programs.Paper presented at 1997 ASEE Annual Conference, Milwaukee, Wisconsin.https://peer.asee.org/6414Wulf, W. A. (1998). The urgency of engineering education reform. The Bridge 28(1): 48.
- Conference Session
- Disability Track - Technical Session VI
- Collection
- 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
- Authors
- Meenakshi Manas Das, Mississippi State University; Sarah B. Lee, Mississippi State University; Litany H. Lineberry, Mississippi State University; Chase Addison Barr
- Tagged Topics
- Disability
had completed at least astudents and early college graduates who have benefited from bachelor’s degree [2].” “By comparison, 34.6 percent ofintervention programs. Recommendations for universities and people with no disability had completed at least a bachelor’scompanies on how they may engage and enable persons with degree. About 1 in 5 people with a disability had less than adisabilities to persist on STEM pathways will be presented. high school diploma, compared with 1 in 10 people with no Keywords—equity, computer science, disabilities, STEM disability [2]”. The 2016 Disability Statistics Annual Report