Engineering Diversity Programs
What are diversity, excellence and equity at Stanford and in engineering? There are many reasons why diversity programs focus on recruiting, retaining, and promoting engineering student achievement.
As we strive to solve the complex problems of our world, academic excellence and intellectual promise will always be the primary criteria for admission to Stanford. Nonetheless, diversity is of primary importance and Stanford is proud of a student body that is both diverse and incredibly talented.
- John L. Hennessy, President
Stanford has a responsibility to create and encourage diversity in higher education because of our national prominence and leadership in teaching, research, public service and entrepreneurship. Stanford must reflect the multi-racial, multi-ethnic society and pluralistic democracy that serves as a foundation to the university, otherwise we could not call ourselves a world class university.
- John Etchemendy, Provost
The EDP mission is to achieve educational diversity, equity, and excellence for all students by recruiting, retaining, and graduating diverse students, especially women, African American, Mexican American/Latino, American Indian students, as well as others who add diversity to the school.
- Jim Plummer, Dean of the School of Engineering
Last modified Wed, 27 Feb, 2013 at 15:16
The Stanford School of Engineering, Office of Student Affairs specifically works towards promoting and inspiring innovative approaches to fairness in higher education and workplaces by removing barriers to full participation: "educational, engineering, equity, and diversity matter." One of the great strengths of any educational system lies in having a student body that is both highly qualified and diverse: a student's personal background -- sex, age, and race/ethnicity -- is as relevant as what one knows and can do.
Our office believes in the "T" shape engineering student, with horizontal breadth and vertical depth. The theory of the "T" shape engineering student promotes affective, behavioral, and cognitive awareness and knowledge of collaboratively improving the learning, teaching, research, scholarly, entrepreneurial, and professional environments. It empowers students to take leadership roles in academia, government, industry, and not-for-profit agencies.
The "T" shape student will have the breadth to be entrepreneurial, innovative, and creative while demonstrative strong social intelligence leadership skills. For depth, the "T" shape students' strength will embody a passion for math, science, and engineering fundamentals, especially in advanced math and basic physics, chemistry, and biology. The ability of students to think and demonstrate talent under uncertainty will deliver results in an ever increasing global economy and will promote this model with professionals and researchers in science- and engineering-driven education, governmental, and industry markets.
Students and Faculty are the core of Stanford, and
I enjoy doing programs for them. Engineering Diversity
Programs are part of a network that creates a community
in which people of all backgrounds and ethnicities can
feel comfortable. These programs provide academic
support and guidance.
- Dr. Noe Lozano, Associate Dean & Director
The School of Engineering invests in a broad range of recruitment and retention programs geared towards increasing the breadth and diversity of engineering.
Pre College Programs
For students who bring diversity in surrounding communities, the School of Engineering provides math and computer science institutes along with other summer programs. Further details can be found on this page.
For undergraduates at Stanford, the School of Engineering provides accelerated calculus series (ACE), the opportunity job fair (OJF), a summer engineering academy (SSEA) for incoming freshmen, a graduate and professional peer advising program (GP2A) geared towards encouraging engineering majors and higher level studies, summer session grants (SSG), summer research fellowships (SURF), and individualized, specialized tutorial grants.
Additionally, the School of Engineering supports the program and leadership activities of the Society of Women Engineers (SWE), Society of Black Engineers and Scientists (SBSE), American Indian Science and Engineering Society (AISES), and the Stanford Society of Chicano/Latino Scientists and Engineers (SSCLES). These student societies are chapters of national engineering organizations, which concentrate their activities on professional development, academic assistance, community involvement, and cultural responsibility in engineering.
The Associate Dean of Diversity Affairs and many engineering faculty regularly visit campuses across the U.S., host diversity recruitment weekends, and produce recruitment publications.
Admissions and Enrollment
Application advice is available from the Associate Dean of Diversity Affairs. During the decision making process, you will have access to Stanford faculty, students, and staff, especially the Graduate Recruitment and Diversity Day. See also: Diversity in Graduate School.
Retention and Academic Enrichment
New student orientation helps familiarize students with the numerous resources available to Stanford students, including academic counseling. Faculty advisors have been trained in EDP issues and academic progress is closely monitored. Stanford also offers job/internship search support along with numerous research funding and fellowships.
Stanford University's President and Provost are committed to recruiting and retaining more diversity students, especially at the graduate level.
Over $4 million goes to fellowships, assistantships, diversity programs, and permanent staff devoted to increasing diversity representation and retention advancement.
Partnerships with corporations, foundations, and government allow for discussions to tailor, fund, and evaluate diversity efforts.
School of Engineering Background
- Long history of encouraging student and faculty diversity, connected to schoolwide diversity efforts.
- Second largest of seven schools at Stanford.
- Approximately 1200 undergraduates, 3300 graduate students, and 240 faculty.
- 35% of undergraduates are women
- 48% of undergraduates are ethnic minorities
- 9% of undergraduates are foreign students
- Ranked number 1 in Electrical Engineering, Mechanical Engineering, Computer Science, and Environmental Engineering by the National Research Council.
Ranked top seven in Aeronautics and Astronautics, Chemical Engineering, Civil Engineering, Management Science & Engineering, and Materials Science and Engineering, by the National Research Council.
- Ranked number 1 in Environmental Engineering and Computer Science; top five in Aeronautics and Astronautics, Chemical Engineering, Civil Engineering, Electrical Engineering, Management Science and Engineering, Materials Science and Engineering, and Mechanical Engineering by the annual US News and World Report.
- Ranked top eight in Bioengineering after first enrollment in 2004 by the annual US News and World Report.
65 departmental laboratories, centers, and affiliates programs, many of which are multidisciplinary and bring in academic areas including medicine, business, linguistics, and physics.
Nine departments and one institute:
Results are more than simply statistical values or dollars and cents. The overall performance of the students themselves is the true testament and indicator of the success of programs. Below are current EDP students describing their present involvement and plans for the future.
Ph. D. Student
Management Science and Engineering
Why I Chose Stanford
The Management Science and Engineering department at Stanford offers the only program in the country that studies the intersection of Business and Technology. The importance of the management aspect and technical aspect are both stressed. I really researched the programs available nationally before I made the decision to come to Stanford. I was able to meet with three of the four core MS&E faculty before I made my decision and that was critical. The faculty here is incredible and they're involved in extraordinary research.
What I Work On
I work on research in Globally-Distributed Work Teams in the High-Tech Industry.
What's Great About Studying at Stanford
Again, the faculty is the most critical component. The mentoring aspect is HUGE here. My mentor, (Asst. Professor) Pam Hinds, is awesome. She was key in my decision to study here. She involved me in research right away and within my first year I was doing fieldwork in Germany and India. The high standards here continually build your skills. and "real world" relevance is key. Even the setup of the offices in the department encourages social learning and the physical and psychological proximity is tremendous.
What I Hope to Do
Stanford is grooming me to become an academic and I hope to join one of the premier research institutions when I complete the program here. See more about Tsedal on the Work, Technology, and Organization website.
Product Design Major
Class of 2006
Why I Chose Stanford
My older brother (Gilbert, Product Design, 1992) was a student here when I was growing up. I thought the stuff he worked on was really neat and he gave me Stanford shirts to wear that I thought were cool. (My Dad is a stubborn, creative guy and he let me be his assistant on many "impossible" home projects!)
What's Great About Studying Here
You're encouraged to take things that are completely out of your major. Also, you're surrounded by people from so many different majors.
What's Been Hardest So Far
Getting through the 21 units of the Math Core. I took Statistics over the summer to get it out of the way!
What's Been the Most Fun
A recent art class, Design I, was great. We had 15 projects to work on with few rules to limit us. We studied things like the emotional content of color and position in design.
What I Hope to Do
I'm thinking about something involving music and engineering. Maybe acoustics or sound engineering.