Groen, C. J., & McNair, L. D., & Paretti, M. C., & Simmons, D. R., & Shew, A. (2018, June), Board 52: Exploring Professional Identity Development in Undergraduate Civil Engineering Students Who Experience Disabilities  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30052

\bibitem{asee_peer_30052}
  Groen, C. J., \& McNair, L. D., \& Paretti, M. C., \& Simmons, D. R., \& Shew, A. (2018, June), \emph{Board 52: Exploring Professional Identity Development in Undergraduate Civil Engineering Students Who Experience Disabilities}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30052

Cassandra J. Groen, Lisa D. McNair, Marie C. Paretti, Denise Rutledge Simmons P.E., and Ashley Shew.  "Board 52: Exploring Professional Identity Development in Undergraduate Civil Engineering Students Who Experience Disabilities".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://strategy.asee.org/30052 Internet.  28 May, 2024

\bibitem{asee_peer_30052}
  Cassandra J. Groen, Lisa D. McNair, Marie C. Paretti, Denise Rutledge Simmons P.E., and Ashley Shew.
  "Board 52: Exploring Professional Identity Development in Undergraduate Civil Engineering Students Who Experience Disabilities".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://strategy.asee.org/30052 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_30052
author = "Cassandra J. Groen, Lisa D. McNair, Marie C. Paretti, Denise Rutledge Simmons P.E., and Ashley Shew"
title = "Board 52: Exploring Professional Identity Development in Undergraduate Civil Engineering Students Who Experience Disabilities"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/30052}
number = {10.18260/1-2--30052}
}

TY  - CPAPER
AB  - Recent calls throughout the engineering education community have focused on increasing diversity and broadening participation in STEM, particularly within the field of engineering. Many of these conversations have been dominated by research examining race and gender, with little if any work addressing disability. Agencies such as the National Science Foundation and the American Institute for Research have begun to implore educators and researchers to include the experiences of disabled students within these conversations to gain a better understanding, meet the needs, and promote the success of this marginalized population. Such work is crucial to broadening participation in engineering, as students with disabilities can experience daily challenges not experienced by their peers without disabilities. Such challenges include the negotiation of physical, cultural, and bureaucratic structures to access necessary resources for academic and workplace success.

In this paper, we introduce a recently-initiated longitudinal, grounded theory exploration of the experiences of civil engineering students with disabilities as they move through their undergraduate careers and into the workforce. To provide context and establish the need for this type of work in engineering education, we discuss prior research that highlights the current state of disability studies, particularly within the engineering education and higher education literature. We then identify the sensitizing concepts underpinning this study and outline our research methods, including data collection and analysis plans. As this project is currently in the initial  phase, we conclude with a discussion of  challenges encountered and strategies for overcoming those challenges as well as next steps.
AU  - Cassandra J. Groen
AU  - Lisa D. McNair
AU  - Marie C. Paretti
AU  - Denise Rutledge Simmons P.E.
AU  - Ashley Shew
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Board 52: Exploring Professional Identity Development in Undergraduate Civil Engineering Students Who Experience Disabilities
UR  - https://strategy.asee.org/30052
DO  - 10.18260/1-2--30052
ER  -