Starting small: Increasing disability awareness and improving accessibility for students in Civil and Environmental Engineering

Abstract

Disability, as an aspect of identity, is not often acknowledged or spoken about. DEI efforts often overlook the issue of ability and the need for inclusion of students with disabilities, thus inequities are not addressed and the voices of these students are not heard. Non-inclusive community culture, lack of accessibility and support, and negative attitudes toward students with disabilities greatly impact their ability to succeed as engineering students. Engineering culture is rigid and perfectionistic, presuming that �normal� physical and psychological ability is required for competency and capability. Discrimination, stigma and bias, accessibility issues, lack of knowledge, poor instruction and support, and lack of empathy are just some of the factors that reduce graduation rates, extend graduation time and increase student debt, and reduce retention of students with disabilities in engineering both as a major and as a career. Success for students with disabilities is linked to access to optimal support and inclusion. The overall goal of this project was to develop strategies to increase disability awareness and improve accessibility and support for students. Since the problem is both systemic and widespread, it goes beyond what a single student can accomplish. In designing this study, I used a small but representative sampling of students and faculty in the Civil and Environmental Engineering (CEE) department as a starting point for discussion and further work. With this project, I want to bring the experiences of students and faculty forward and identify what action items and solutions the CEE department should take to make the department more equitable, inclusive, and accessible for all students. I developed anonymous surveys for students and faculty as well as used one-on-one conversations with faculty, students, and administration to gain an understanding of the current experiences of the CEE department. I met with Services for Students with Disabilities (SSD) to be better informed on the legal and university-wide components and current practices. I spoke with CLRT-Engin to gain a better understanding of how to analyze and present this data in a way that would be meaningful while being sensitive to different backgrounds and social identities. From the survey and these conversations, I am synthesizing my findings to identify needs, action items, and possible creative solutions to make the CEE department more inclusive and accessible for all. It is in everyone's interest to build an inclusive and accepting environment. Supporting and empowering students with disabilities and eliminating barriers to their success is critical for progress.