June 15, 2019
June 15, 2019
June 19, 2019
Diversity and NSF Grantees Poster Session
Despite recent advances in equality for lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals in the US, students and faculty on college campuses still experience harassment, exclusionary behavior and discrimination, with slower progress in STEM departments than in other disciplines. This transformative project links diversity research with a faculty development initiative to promote LGBTQ+ equality in STEM. The aims of the project are to (1) identify aspects of engineering culture that present barriers to LGBTQ equality; (2) build knowledge and skills to disrupt discrimination and promote LGBTQ+ equality in engineering departments on college campuses; and (3) to identify best practices for promoting LGBTQ+ equality in engineering. This paper shares results from a core aspect of the project, an action-oriented Virtual Community of Practice (VCP). Since fall 2015, the VCP has offered a mechanism for its members (faculty, administrators, staff, and students) to share knowledge, ideas, and resources and to support one another as they develop and implement action plans to promote LGBTQ equality in their classrooms, departments, institutions, influencing positive change in the STEM ecosystem. Since the time of its formation to spring 2017, the VCP expanded to include more than 25 active members. Among their various achievements, community members have worked both individually and collectively to facilitate Safe Zone workshops at their institutions, online and at professional society meetings, reaching over 1,000 participants. Other less visible, but equally important achievements include those related to VCP members’ efforts to promote LGBTQ+ inclusion in their departments and classrooms. In spring 2017, an open-ended survey was sent to all VCP members to inquire about the impact this project has had on their lives, both personally and professionally. More than ten VCP members responded sharing their impact stories, describing the specific and profound ways that this project has impacted them and their local communities. Insights from this survey will be presented in this paper along with a description of specific community outcomes.
Farrell, S., & Chavela Guerra, R. C., & Beddoes, K. (2019, June), Board 50: LGBTQ+ Advocacy in STEM: Impact Stories from Community of Practice Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32365
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015