Utilizing bridges across colleges to propose a grant to improve the recruitment and retention of students with disabilities in STEM programs

Abstract

This paper describes how a collaborative interdisciplinary approach between the School of Social Work and Disability and the College of Science, Health & Engineering developed a project proposal for a National Science Foundation grant that is intellectually and academically sound in its multi-tiered approach. It promotes the success of students with disabilities through direct interventions that encourage secondary students to consider Science, Technology, Engineering and Math (STEM) careers. The paper discusses how the proposed project would combine typical disability support services with comprehensive supports that involve peer mentoring by STEM students and faculty, academic advising, with a multidisciplinary team, to promote student recruitment and retention. The proposed multidisciplinary team would include faculty from the School of Social Work and Disability with Faculty of STEM fields such as Engineering and Engineering Technology. The paper also discusses how it proposes to utilize the University's Center for Disability Studies and Universal Access and curriculum for students to embrace their uniqueness as disabled persons in a manner similar to ethnic and women's programs. Further, it has practical implications on the teaching environment by offering pedagogical training relative to universal education to STEM faculty. In the past, many universities have proposed projects that have exposed students with disabilities to STEM career possibilities. The paper details how the proposed project will actively involve interdisciplinary partners from disability support services in a shared alliance with STEM faculty breaking down the silos that often lead to a disconnect for student success and retention. Educating not only how the disabled student can pursue a career in STEM, but educating the STEM faculty on how they can make their courses more universal in access is also important. © 2011 American Society for Engineering Education.