Promoting Equity in Engineering Relationships Proceedings of the June 2013 Capacity Building Institute

[PDF graphic] PDF Version (7907 KB)      -      get Acrobat Reader
[Female student looks at innovative technology.]

Supported by the National Science Foundation

The Promoting Equity in Engineering Relationships (PEERs) program improves the University of Washington (UW) College of Engineering for students, by students. Through a student seminar and peer-led presentations, PEERs creates and sustains a cadre of student leaders who engage peers, professors, and staff to promote change toward a more inclusive engineering environment.

PEERs is funded by the National Science Foundation's (NSF) Innovation through Institutional Integration (I-Cubed or I3) program, which seeks to leverage and connect current NSF-funded projects to broaden and deepen the impact of these efforts, with particular emphasis on awards managed by programs in the Directorate for Education and Human Resources (EHR). PEERs is a partnership of NSF-funded groups across the UW campus, including the UW ADVANCE Center for Institutional Change; Disabilities, Opportunities, Internetworking, and Technology (DO-IT); Center for Workforce Development (CWD); Center for Engineering Learning & Teaching (CELT); and the Alliance for Students with Disabilities in Science, Technology, Engineering, and Math (AccessSTEM).

A Capacity Building Institute (CBI) was held on the UW campus on June 7, 2013. A CBI brings diverse stakeholders together to collaboratively discuss solutions to specific problems, thereby building the capacity of each participant to approach these problems and exploring ways that stakeholders can contribute to solutions. The 2013 CBI was a follow up to a CBI held at the beginning of the PEERs project in 2009. More information about the 2009 CBI can be found online at:

This publication shares the proceedings of the 2013 CBI. It may be useful for people who:


[Image of University of a Washington building with cherry blossoms in the foreground.]

© 2013 University of Washington. Permission is granted to copy this publication for educational, noncommercial purposes, provided the source is acknowledged.