AccessSTEM Capacity Building Institutes

Scott Bellman, AccessSTEM Staff

A recent series of AccessSTEM Capacity Building Institutes (CBIs) took place at the University of Washington (UW), Seattle Central Community College (SCCC), and Bellevue College (BC). Three practitioner-focused CBIs were tailored to faculty, staff, and service providers, while three student-focused CBIs were tailored to postsecondary students with disabilities.

Practitioner-focused CBI's: Twenty-nine stakeholder participants and six AccessSTEM Team student members engaged during the practitioner-focused CBIs. Counseling and advising staff represented units such as engineering, chemistry, computer science, mathematics, and social science. Faculty participants teach in fields that include materials science engineering, electrical engineering, mechanical engineering, computer science, mathematics, and social science. Other stakeholders represent campus services such as career services, veteran services, and disability support services. Three associate deans from the UW College of Engineering were actively involved.

Students who engaged in the practitioner-focused CBI are listed below. They offered perspectives regarding inclusion in and preparation for postsecondary STEM programs and talked about accommodation issues and challenges.

  • Patrick, UW bio-molecular design Ph.D. candidate
  • Kate, UW computer science Ph.D. candidate
  • Matthew, UW marine biology graduate student
  • Justin, UW chemistry undergraduate
  • Kayla, BC psychology undergraduate
  • Anna, BC information technology undergraduate

CBI discussions focused on questions such as: What are some specific things we can do to recruit students with disabilities into STEM programs? What are specific ideas for recruiting undeclared freshman and sophomores into STEM? What are specific ideas for reaching out to high school students? What are some specific things we can do to support and encourage STEM students with disabilities?

Student-focused CBI's: More than twenty students met with project staff to talk about their experiences with K-12 education, transition to college, and college programs in STEM. Specifically, student discussions focused on the questions: Why do you think there is a smaller proportion of people with disabilities in STEM careers compared to the rest of the population? At what point in their academic career do you think students with disabilities are discouraged from pursuing STEM careers? What specific access issues for students with disabilities might there be in STEM courses and labs? In K-12 schools, what are some of the inhibitors (that discourage participation) for students with disabilities to pursue STEM? As students, what advice do you have for improving access to STEM education?

For proceedings from CBIs sponsored by AccessSTEM and other DO-IT projects, consult www.uw.edu/doit/cbi.