Engineering PLUS stEm PEER Academy
Practitioners Enhancing Engineering Regionally
stEm PEERs will engage in a 2-year professional development and research experience to support the design and implementation of an engineering-focused Implementation Project at their home institutions, with the institution’s support. PEERs will have the opportunity to learn and engage with program experts, researchers and practitioners. Throughout the 2-year engagement, participants will deepen their knowledge and understanding of the challenges and successful strategies guiding the transformation of our national Engineering landscape. PEERs will utilize data and assessment to develop an action plan that will inform their specific implementation efforts at their respective institutions and beyond. PEERs will also be guided and supported to submit project outcomes as publications to LSAMP, ASEE and/or the National INCLUDES Network to inform future broadening participation collaborations. PEERs will launch a growing national community of engineering education equity leaders.
Download PEER Academy Flyer (Right Click + Save Link As)
Additionally, each program participant will receive a $1,000 stipend to support their participation and continued engagement in this effort. We are seeking mid-career education professionals with a minimum of five years of related experience.
The stEm PEER Academy will investigate the following topics:
- Understand the engineering education pathway landscape with emphasis on Diversity, Equity and Inclusion.
- Utilize data (IPEDS, etc) to inform your broadening participation efforts for women and BIPOC engineering education pathways.
- Engage in models, interventions, and evidence-based practices that have been proven to support engineering degree attainment for women and BIPOC students at community colleges, public and private institutions.
- Build partnerships to engage stakeholders at your institution, region, and nationwide.
- Develop an Action Plan to implement at your institution (or with other institutions) during the 2024-2026 academic years.