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Deprecated: Creation of dynamic property ET_Core_PageResource::$location is deprecated in /www/wp-content/themes/Divi/core/components/PageResource.php on line 306 STEM - NSF INCLUDES Alliance TAPDINTO-STEM
NSF Invests to Improve Undergraduate STEM Education at Hispanic-Serving Institutions

NSF Invests to Improve Undergraduate STEM Education at Hispanic-Serving Institutions

by | Oct 20, 2022 | Higher Education, News, NSF

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Wilbur Wright Hero

As the nation celebrates Hispanic Heritage Month, the U.S. National Science Foundation’s Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program has awarded 48 grants to Hispanic-serving institutions in Fiscal Year 2022 to support various projects.

The goals of NSF’s HSI program are to enhance the quality of undergraduate science, technology, engineering and mathematics education and to increase the recruitment, retention and graduation rates of students pursuing an associate or bachelor’s degree in STEM. Achieving these goals, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity through innovative approaches. Intended outcomes of the HSI program include broadening participation of students who are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce.  Read more…

Accessible Informal STEM Learning

Accessible Informal STEM Learning

by | Sep 29, 2022 | News, STEM

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Author: Skye Vanlanduyt

The University of Washington is developing an AccessISL (Access to Informal Science Learning) Project utilizing student interns to promote accessible informal STEM learning. ISL is funded by Washington University and the National Science Foundation (NSF). ISL is a student learning practice which refers to a students’ learning experience outside of the classroom. Washington’s AccessISL project is a two-year program that students with disabilities can take part in. The program actively developing “creative methods to help ensure ISL is welcoming and accessible to everyone, especially those with disabilities.” This program is significant because it is allowing students

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with disabilities to partake in educational experiences that they otherwise would not be included in, in a traditional setting. Student interns from the Access to ISL Program created a video featured by the 2021 NSF Showcase explaining how individuals with disabilities can benefit from the ISL program’s accessibility and opportunities the program provides for STEM learners. The project was originally designed as a means to help the University of Washington with a “submission of a larger accessible ISL grant as collaborators develop and test model interventions, more fully develop replication steps, and gain insight from both people with disabilities and practitioners.” The University indicates this is an effort any stakeholder can join.

The Access ISL Project created a Replication Package: Facilitating Student Internships to Promote Accessible Informal STEM Learning. The Replication Package has been utilized as a study and is now a resource curated by the University of Washington to show how student interns interact with ISL. Fifteen students from the University of Washington took part in the study and were “recruited utilizing an internship announcement that was shared with the entire university, but primarily within the Museology Program, the Disability Resources for Students Office, the Disability Center, and the Disabilities, Opportunities, Interworking, and Technology Center.” The study was based in Washington State and sought out ideas and strategies to make STEM learning more accessible, accommodating, and welcoming to student’s needs, specifically University students enrolled in STEM programs.

 

 

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Access ISL’s project has come up with strategies for how to include information on universal design in curriculum related to informal STEM Learning. Out of these strategies, the ISL program devised a set of resources  to help university educators “include information about universal design curriculum related to informal STEM learning.” These resources are in conjunction with ‘Pedagogical and Content Design Practices that Support Accessibility and Inclusion in Museology Courses.’ The course, adopted by the University of Washington, highlights topics such as “Universal Design, STEM Learning Training Programs, Technology, and Information about how to interact with students with disabilities.” All of the programs serve in helping in the “creation and dissemination of resources” which aid in the development of accessibility in ISL.

An evaluation of the program has offered insight into not only the experiences of interns who took part in the project, but ways for how other universities and programs can adopt ISL in their education for students with disabilities. They recommend “forming partnerships with current university programs, and with local disability programs and organizations, as well as defining project expectations and goals at the beginning of the project.

ISL also provides stakeholders and members of the community a way for individuals interested in the topics discussed to join an online community, Access ISL Community Practice. The group includes stakeholders consisting of “faculty, students, disability service units, ISL programs, teaching and learning programs, diversity programs, and professional organizations.” However, anyone can join the group if they share a common interest in ISL and accessibility. Members in the group are able to take part in strategies such as “accessibility issues, forums, design topics for conferences and seminars, and future activities and training. To send a request to join, individuals should contact doit@uw.edu.

Conference Demographics and Footprint Changed by Virtual Platforms

Conference Demographics and Footprint Changed by Virtual Platforms

by | Feb 15, 2022 | Accessibility

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(Nature Sustainability) – here we analyze the recent impact of transforming in-person conferences into virtual conferences on improving diversity, equity and inclusion in science and engineering conferences.  Read More.

 

 Abstract

Conferences disseminate research, grow professional networks and train employees. Unfortunately, they also contribute to climate change and present barriers to achieving a socially sustainable work environment. Here, we analyse the recent impact of transforming in-person conferences into virtual conferences on improving diversity, equity and inclusion in science and engineering conferences. Factors including cost, gender, career stage and geographic location were evaluated. Virtual conferences demonstrated a clearly discernable and, in some cases, orders of magnitude improvement across nearly all metrics. On the basis of participant survey results, this improvement may be attributed to a combination of reduced financial and personal-life burdens. However, despite this clear impact, further development of virtual networking features and poster sessions is necessary to achieve widespread adoption and acceptance of this new format.

 

Credit: This Week in Accessibility by Briana Blaser

COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions

by | Aug 10, 2021 | Scholarship

Abstract

The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities.

Citation

Gin, L. E., Guerrero, F. A., Brownell, S. E., & Cooper, K. M. (2021). COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions. CBE—Life Sciences Education, 20(3), ar36.

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Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM

Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM

by | Aug 10, 2021 | Scholarship

Abstract

Self-advocacy is linked to the success and retention of students with disabilities in college. Self-advocacy is defined as communicating individual wants, needs, and rights to determine and pursue required accommodations. While self-advocacy is linked to academic success, little is known about how students with disabilities in science, technology, engineering, and mathematics (STEM) practice self-advocacy. We previously developed a model of self-advocacy for STEM students with attention-deficit/hyperactivity disorder (ADHD) and/or specific learning disabilities (SLD). Here, we use this model to examine what factors support or hinder self-advocacy in undergraduate STEM courses. We conducted semistructured interviews with 25 STEM majors with ADHD and/or SLD and used qualitative approaches to analyze our data. We found internal factors, or factors within a participant, and external factors, the situations and people, described by our participants, that influenced self-advocacy. These factors often interacted and functioned as a support or barrier, depending on the individuals and their unique experiences. We developed a model to understand how factors supported or hindered self-advocacy in STEM. Supporting factors contributed to a sense of comfort and security for our participants and informed their perceptions that accommodation use was accepted in a STEM course. We share implications for research and teaching based on our results.

Citation

Pfeifer, M. A., Reiter, E. M., Cordero, J. J., & Stanton, J. D. (2021). Inside and out: Factors that support and hinder the self-advocacy of undergraduates with ADHD and/or specific learning disabilities in STEM. CBE—Life Sciences Education, 20(2), ar17.

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Building a Truly Inclusive Protocol for Students with Disabilities from an Experience in STEM areas

Building a Truly Inclusive Protocol for Students with Disabilities from an Experience in STEM areas

by | Aug 10, 2021 | Scholarship

Abstract

Abstract—Three of the most reported strategies for students with disabilities (SWD) along their stay in higher education institutions include adapting changes in management and facilities through protocols that focused on Admission, Retention and Graduation. These strategies are important, although they do not guarantee full inclusivity during the teaching, learning and evaluation process. In this work, through a qualitatively methodology, we describe the perceptions of inclusivity of five lecturers, eight undergraduates and one SWD in science courses for Computer Systems Engineering. Furthermore, we report one successful experience to design an inclusive evaluation in a Mathematics course. The evidence found in this work suggests that the center of every protocol for SWD should be focused on Attention, as a new and longer stage. This stage includes e.g. teacher training, inclusive curriculum (for teaching and evaluation), student service and university extension programs, and inclusivity-focused research. Our purpose is to address this experience to the engineering community and promote the establishment of policies towards a more inclusive higher education system.

Citation

Peña-Becerril, M., Camacho-Zuñiga, C., Martínez-Peña, C., & González-Balderas, J. C. (2021, April). Building a Truly Inclusive Protocol for Students with Disabilities from an Experience in STEM areas. In 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 189-193). IEEE.

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