Policy

Highlights of Community-Generated Actions

Policy 1.1 – Systemic Barriers in Academic Policies

Communicate and align with educators in our state to strive towards positive and productive “passing of the baton” for transitioning students.  

1.1.1 – Understand the admissions rates for high schools in Connecticut into Engineering, and factors affecting student applications and admissions.

1.1.2 – Alignment with Connecticut High School curricula and learning outcomes.

1.1.3 – Review prerequisite and co-requisite course requirements for each COE major using curricular analytics to minimize curricular complexity and identify blocking factors.

1.1.4 – Increase community college and regional college course transfer equivalencies

Policy 1.2 – Equity-Focused Courses and Inclusive Curriculum

Examine the educational framework to anchor curriculum with courses in equity to integrate a broader understanding of historical context in our world

1.2.1 – Continue to update VII course documentation to align with common curriculum and engineering curricular value systems 

1.2.2 – Request and support COE faculty in creating or updating courses to be equity-focused and inclusive

1.2.3 – Value and invite presentations considering or centering equity or inclusion in departmental or college seminars

Policy 1.3 – Review Current COE Policies

Define the relative value of the three primary inputs: student experience, faculty self-assessment, peer observation, and the implementation recommendations

1.3.1 – Review each school and departments’ policies for equitable and inclusive language and implementation.

1.3.2 – Post policies on COE employee intranet for transparency and benchmarking between units.

1.3.3 – Co-create revisions as needed towards equitable and inclusive policies

Policy 1.4 – Inclusive Hiring Strategies

Review potential candidates not only for their record of excellence, but also the potential to bring diversity in representation, research and practice to our campus.  

1.4.1 – Understand current hiring practices in COE

 1.4.2– Support search committees to implement inclusive hiring rubrics and inclusive-minded representatives

Practice 2.1 – Inclusive and Culturally Intelligent Experiential Learning​

Remove the disconnect between the strong theoretical grounding received in classrooms, and the identities and roles they envision after graduation through hands-on applications and experiences directly connected to career pathways.

2.1.1 – Support Equity-Focused Experiential Learning Initiatives​

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2.1.2 – Create a collaboration between internal and external partners towards understanding how each define inclusion, celebrate diversity, and provide culturally-intelligent learning and mentoring experiences.​​

2.1.3 – Collaborate with faculty advisors in developing and implementing an inclusive mentoring plan for graduate students​

2.1.4 – Support growth and learning of industry partners toward inclusive mentoring and training of interns and new employees

Practice 2.2 – Tracking and Supporting Students’ Goals and Needs​

Understand each student’s unique circumstances, learning styles, and aspirations, ensuring that they receive tailored support to succeed in their education. 

2.2.1 – Understand current marketing and scope of CT College of Technology Pathway Program​​

2.2.2 – Create summer programing to support transition from Community College and build community

Practice 2.3 – Supporting Research and Broadening Participation​

Commit to enhancing the quality and scope of research initiatives by providing funding, resources, and opportunities for all faculty.

2.3.1 – Improve training and workshops for faculty about VII and broadening participation​​

2.3.2 – Formalize faculty consultations for broadening participation and DEI initiatives​​

2.3.3 – Create database of all sought and awarded broadening participation efforts​​

2.3.4 – Invite faculty to VII End of Year Showcase to present progress on efforts, and provide community feedback and accountability​

Practice 2.4 – Supporting APIR and teaching-related DEI initiatives​

Amplify and support faculty efforts towards inclusive teaching,

2.4.1 – Amplify and support faculty efforts towards inclusive teaching​

2.4.2 – Educate and support faculty in supporting neurodiverse students and accommodations​​

2.4.3 – Create faculty learning communities to support classroom-based research or DEI in the classroom​

Practice 5 – Understanding Retention in Engineering​

Collect and understand existing quantitative and qualitative data

2.5.1 – Collect and understand existing quantitative and qualitative data from advisors​

2.5.2 – Modify major change form to collect intentions or reasons for change​​

2.5.3 – Offer REACH-focused meetings prior to approving major change