The Claire L. Felbinger Award for Diversity is presented to recognize U.S.-based educational units, individuals, associations, and firms for extraordinary success in achieving diversity and inclusiveness or for facilitating diversity and inclusiveness in the technological segments of our society.

Nomination Deadline
The nomination must be received electronically by ABET headquarters by September 1.

Nomination Submission
Contact us if you would like to submit a nomination. See 3.a.-d. below for nomination guidelines.

Who May Nominate
Nominations for this award are open. Self-nominations are welcome.

Eligibility Criteria
The Claire L. Felbinger Award for Diversity is presented to recognize U.S.-based educational units, individuals, associations, and firms for extraordinary success in achieving diversity and inclusiveness or for facilitating diversity and inclusiveness in the technological segments of our society.

ABET's Statement of Policy on Diversity states in part:

ABET is committed to developing and using the talents of all qualified persons who study or work in the applied science, computing, engineering, and technology professions. We respect the human qualities, both similarities and differences, present in the work and study environments of our constituencies as they are affected by our efforts to assure quality and stimulate innovation. The actions of ABET’s program evaluators, commissioners, staff, and Board of Directors must demonstrate and confirm respect for each other and the contribution that each of us can make. Our professions benefit from the creativity and constructive improvements best informed and achieved by persons with varied perspectives, experiences, and talents who work toward shared goals.

ABET invites applications that describe the diversity and inclusiveness accomplishments of persons or entities who meet the following criteria:

1. Applicants can be individuals, educational units, associations, or firms that are involved in the education, employment, or professional/technical societies associated with persons in the applied science, computing, engineering, and technology professions.

2. There are no restrictions on who may submit the application, and self-nominations are encouraged.

3. The application must include the following:

   1. Name and contact information of the applicant.

   2. A two page (maximum) description of the diversity or inclusiveness program or achievement that is being submitted for consideration. Supporting materials may be included in an appendix.

   3. Examples of the program’s extraordinary success in achieving diversity and inclusiveness or for facilitating diversity and inclusiveness in the technological segments of society should be included in the description. Factors which should be considered include:

      1. The impact of this program or achievement on the target group and society in general.

      2. The longevity of the program.

      3. The transportability of this program to other persons or entities.

   4. The proposed citation for this award.

About the Award
2005 ABET President Richard O. Anderson conferred the first President's Awards for Diversity, both as an extension of ABET's commitment to fostering diversity in the disciplines it accredits and as recognition of the outstanding efforts that some entities are making in this realm. In 2006, the ABET Board of Directors institutionalized the President's Award for Diversity so that it would be presented annually to recognize U.S.-based educational units, individuals, associations, and firms for extraordinary success in achieving diversity and inclusiveness or for facilitating diversity and inclusiveness in the technological segments of our society.

At its fall 2008 meeting, the ABET Board of Directors approved the renaming of the ABET President's Award for Diversity to the Claire L. Felbinger Award for Diversity. Dr. Claire Felbinger, former Chair of American University's Masters of Public Administration program, was a Public Member of the ABET Board of Directors from 1998 to 2004. The Public Member Committee, under her leadership, was the first to bring ABET's diversity issue formally to the attention of the Board. The committee's work, in fact, was a key impetus for many of the diversity initiatives ABET has carried out during the past decade. These include issuing a formal policy statement on diversity, collecting and publishing diversity statistics on our volunteer pool, and creating an award for individuals, institutions, and organizations that achieve or facilitate diversity in the technological segments of our society.

Dr. Felbinger passed away suddenly in her home on May 28, 2008. A few months later, the award that she helped to institute was renamed in her honor.

Recipients of the ABET President's Award for Diversity

2008

The College of Engineering and the Office of Diversity Initiatives at Embry-Riddle Aeronautical University, Daytona Beach
"For the successful, broad, and ongoing spectrum of initiatives, including K-12 Outreach, Bridge Programs, Curriculum Enhancement, Faculty Development, and Work-Life Balance, to attract women to science, math, and engineering, to retain them through graduation, and to support them as they embark on their professional careers."

Embry-Riddle Aeronautical University in Daytona Beach, Florida, has become the nation's largest producer of women holding degrees in male-dominated professions such as aerospace engineering and aviation science. This has been achieved through a multifaceted effort that attracts female students to these professions and supports them through college and into their professional careers.

The institution's K-12 outreach includes their Girls Exploring Math and Science Summer Camp and aerospace programs and after-school clubs at area elementary and middle schools. Embry-Riddle supports the transition of female students to college with a mentoring program as well as the "Riddle Runaround" a team treasure hunt that takes new students to meet engineering faculty. Among the many opportunities for continuing students are participation in the Boeing-sponsored Female Initiative: Reaching Success Together, or FIRST, program, which coordinates field trips to space centers and professional conferences, and the school's Women's Mini Baja SAE Team, the only all-female team in the country in the past two years.

The School of Engineering and Applied Science at The George Washington University
"For its commitment and achievement in hiring female faculty and in recruiting, retaining, and graduating a significant number of women in undergraduate and graduate engineering programs while providing the graduates with leadership skills and opportunities as they enter engineering practice."

The George Washington University School of Engineering and Applied Science awards 30.5 percent of its engineering degrees to women, the 13th highest percentage in the country for the 2005-2006 academic year. The school has seen similar success in attracting women to its graduate programs, with 27.8 percent of its master's candidates and 26 percent of its doctoral candidates being female. In 2003, it was ranked first in the country in the percentage of engineering doctoral degrees awarded to women.

Also, The George Washington University School of Engineering and Applied Science has achieved incredible triumphs in hiring female faculty for its engineering programs. In 2004, the institution was ranked 7th for women engineering faculty, with 21.6 percent of its professors being female. In 2005, that percentage increased to 26.7.

Recently, the School of Engineering and Applied Science has significantly expanded activities of its Society of Women Engineers (SWE) chapter and has established an active peer mentoring network. These efforts have helped with the recruitment and retention of female engineering students in GW. In addition, this environment has provided women graduates with an extraordinary learning experience and builds their confidence and exceptional skills as they enter engineering practice.

The CyberCity Technology Summer Program at James Madison University
"For the development and operation of a successful hands-on, project-based university campus summer program for underrepresented high school students and their teachers that increases awareness of information technology skills and careers and enhances the students' aspirations for a college education."

Two years ago, the CyberCity Technology Summer Program at James Madison University was created to teach students how to use real world tools in an open exploratory environment, to provide high school students with an awareness of technology programs at James Madison University, and to allow students to explore advanced technology as a means of solving real-world business and industry problems. Targeted participants for this free program included students and teachers from underrepresented populations across Virginia. The program demonstrates commitments to diversity and academic excellence by creating a format that encourages participating high school students to foster their interest in technology and to simultaneously prepare for successful matriculation from high school to college.

A teacher from each school attends the summer program, along with rising 9th and 10th grade students from his or her school. While the teachers spend their time learning how to teach technology, the students learn about building websites and using technology. Both students and teachers attend sessions on biometric security devices, secure wireless networks, and technology security issues. In addition, students have opportunities to learn about college admissions. The CyberCity Technology Summer Program is well-rounded, helping students become computer-savvy as well as ethical and successful business people.

James Madison University has made extensive efforts to expand the number of underrepresented student applicants who are capable of succeeding in the university’s challenging academic programs. CyberCity seeks to create a diversity-related pool of motivated high school students to counter the decline in students going into applied science, computing, and technology professions.

The Multicultural Engineering Program at Northern Arizona University and Its Director Fonda Swimmer
"For their long-term and collaborative efforts to aid African-American, Hispanic, Native American, female, disabled, and first generation students in engineering, computer science, and construction management in enhancing their academic performance and reaching their full potential."

Northern Arizona University established its Multicultural Engineering Program (MEP) in 1994 to increase the participation of underrepresented populations in engineering and to enhance these students' academic performance. Although MEP serves primarily as a resource and service center for female, ethnic minority, and disabled students, it offers assistance to all engineering students. Services include a freshman survival skills course, peer mentoring program, career and professional advisement, student organization support, and pre-college engineering camps.

Fonda Swimmer has been the Multicultural Engineering Program's Managing Director since 2002. Furthermore, she has served as a co-principal investigator for a multi-year Hewlett Foundation grant called the NAU Engineering Talent Pipeline. Through this program, she has collaborated on a project about women and minorities in engineering education and with NAU's Four Corners Upward Bound Math and Science program. Her efforts with these and many other programs have contributed to the steady growth of traditionally underrepresented students enrolling in engineering at Northern Arizona University.

2007

California State University-Los Angeles’ College of Engineering, Computer Science, and Technology
“For previous and ongoing promotion of MESA (Math-Engineering-Science Achievement), including sharing procedures and techniques with a broader audience in promotion of math, engineering, and science among underrepresented groups.”

Oklahoma State University-Okmulgee’s Information Technologies Division
“For success in promoting and including American Indians in the engineering and science disciplines and promotion beyond the campus borders.”

Lee Snapp
“Nominated by the American Indian Science and Engineering Society for efforts to establish engineering programs at Tribal Colleges and Universities.”

2006

The College of Engineering and Computing at Florida International University
The Florida International University (FIU) College of Engineering and Computing serves its community through the Center for Diversity in Engineering. The Center educates and enriches the K-16 population of FIU and its surrounding Miami Dade County through bridge programs, dual enrollment, scholarships, undergraduate research experience, and an annual open house event, “Engineering Gala,” that is attended by more than 1,000 local middle and high school students. In addition, FIU not only enrolls underrepresented minority students in engineering and computing; it graduates them. The FIU College of Engineering and Computing graduates more Hispanic engineers and computer scientists than any other college in the United States (excluding Puerto Rico).

The Ivan G. Seidenberg School of Computer Science and Information Systems at Pace University
Pace University’s Ivan G. Seidenberg School of Computer Science and Information Systems provides a supportive atmosphere for its diverse student body and actively encourages young women to enter the field of computing. The school hosts the annual Women in Computing Symposium, which allows high school girls in the New York area to meet top IT professionals and Pace faculty and encourages them to discuss the ways that computing can enhance their careers. In addition, the school hosts the Trendsetters Conference on Nontraditional Careers. This event invites female students in their freshman or sophomore year of high school to learn about nontraditional career options in computing, technology, science, and other fields in which women are underrepresented. This conference affords an overview of opportunities in computing technologies and even provides a hands-on lab where participants learn basic skills, such as programming.

The College of Engineering at The University of Texas at El Paso
The University of Texas at El Paso (UTEP) College of Engineering is committed to providing engineering and science education to a predominantly Hispanic, economically disadvantaged region. It has extended outreach efforts to precollege students, parents, and teachers in El Paso and in Ciudad Juárez, Chihuahua, Mexico. The UTEP College of Engineering also boasts a successful orientation program for first-time college students that improves the participants’ grade point averages and shortens the time to graduation. These programs have helped to increase steadily the enrollment of engineering students from the area, and the college’s transportable initiatives are becoming models to attract more underrepresented or economically disadvantaged students to technical disciplines.

2005

University of Maryland, Baltimore County
The University of Maryland, Baltimore County, received an award recognizing its distinction of producing more minority faculty than any other institution in the United States.  Providing faculty from minority communities is critical to the growth of minority representation in the breadth of colleges and universities in the United States, and the university was acknowledged for diversifying a population that is often overlooked in such efforts.

University of Texas at San Antonio College of Engineering
The University of Texas at San Antonio’s College of Engineering boasts an impressive record for attracting and graduating minority students.  During the 2002-2003 academic year, the college conferred 160 bachelor’s degrees in engineering, and nearly half of them, 76, went to minority students.  Fifty-eight of those degrees, or 36 percent of the overall total, were awarded to Hispanic students.  The UTSA College of Engineering was recognized for this accomplishment. 

Tulane University and Xavier University of Louisiana
The industrial hygiene program at Tulane University has developed a cooperative arrangement with Xavier University of Louisiana, a Historically Black University, whereby students from Xavier take classes at Tulane in their senior year in preparation for entering the industrial hygiene master’s program at Tulane the following year.  This arrangement has permitted the predominantly African-American science student body at Xavier to step into the master’s level at Tulane and thereby gain entry into a growing professional field.  The two universities share the President’s Award for Diversity.