Factoring Family Considerations into Female Faculty Choices for International Engagement in Engineering, IT, and Computer Science

Brown, Quincy; Tull, Renetta G.; Medina, Lourdes A.; Holder, Michelle Beadle; Medina, Yarazeth

doi:10.18260/p.24093

Cited by 3 publications

(2 citation statements)

References 12 publications

(25 reference statements)

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“…The professional development workshop and activities celebrate diverse ethnic backgrounds, and encourage high achievement. This is done by providing academic and holistic training for writing publications, giving oral presentations, understanding advances in technology and pedagogy, advanced statistics, financial literacy, career-life balance, and psychological well-being [62]. PROMISE: Maryland's AGEP is an AGEP-T program that is part of an alliance that works to effect positive change in the retention rates of underrepresented minority graduate students in STEM fields.…”

Section: ) Case 2 -Diversity and Inclusion Of Stem Graduate Students: mentioning

confidence: 99%

Global Diversity and Inclusion in Engineering Education: Developing Platforms toward Global Alignment

et al. 2016

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Abstract-This paper presents an investigation of global scale diversity and inclusion efforts within engineering education. The content is an expansion of work that was shared at the 2015 World Engineering Education Forum's first special session on "Diversity & Inclusion in Global Engineering Education." Diversity and Inclusion (D&I) are contextualized topics that shift objectives from country to country. The role of D&I in engineering education and practice has gained prominence in recent years due to the fact that engineers are facing increased need for global collaboration and are expected to be able to work in highly diverse teams and within different cultures. D&I initiatives in the field of engineering generally include gender, ethnicity, and national origin, and may include persons who are economically underprivileged and persons with disabilities. While the prominence of D&I has increased, international learning outcomes and collaborations within these efforts are limited. Within a global community a common platform, presented here as a theoretical framework for decontextualized D&I, would allow for the sharing of best practices and maximize learning opportunities and impact. By examining models from around the world, we can begin to structure, consolidate, optimize, and disseminate the global benefits of D&I. In this work, various programs are reviewed as success cases because they have increased the numbers of underrepresented students who enroll in and graduate from STEM programs. The potential for solidarity amongst Diversity & Inclusion initiatives and programs in different regions of the world is explored. Efforts are made to determine what can be learned from synergies across D&I activities.

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Section: ) Case 2 -Diversity and Inclusion Of Stem Graduate Students: mentioning

confidence: 99%

Global Diversity and Inclusion in Engineering Education: Developing Platforms toward Global Alignment

et al. 2016

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“…An example of this would be "'invest in building new, or deploying existing structures that facilitate women's retention and promotion in STEM in ways that incentivize international collaboration and research as part of the tenure process." (Brown, Tull, Medina, Holder, & Medina, 2015). Another way policy recommendations are made is through calls for cultural changes.…”

Section: Publication Implicationsmentioning

confidence: 99%

Action on Diversity: A Content Analysis of ASEE Conference Papers, 2015–2016

Artiles

Waters²,

Taylor

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2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Ben Lutz is a PhD student in the Department of Engineering Education at Virginia Tech. His research interests include innovative pedagogies in engineering design, exploring student experiences within design c American Society for Engineering Education, 2017Paper ID #18465 settings, school-to-work transitions for new engineers, and efforts for inclusion and diversity within engineering. His current work explores how students describe their own learning in engineering design and how that learning supports transfer of learning from school into professional practice as well as exploring students' conceptions of diversity and its importance within engineering fields.

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