Supporting Women In Engineering and Technology Through A Collaborative Practice And Support Network Using Targeted Interventions

Despite ongoing efforts to recruit and retain women in third level engineering programmes in Ireland, there is still a lack of diversity in these programmes with typically fewer than 20% of students being female. This paper will describe the evolution of a female focused university wide network called WITU (Women in Technology United), which aims to retain female students in engineering and technology programmes, and to increase the number of gender minorities coming onto these programmes. It is also a response to the Sustainable Development Goals, particularly, SDG 4 (quality education), and SDG 5 (gender equality), and addresses actions highlighted in a recent Athena Swan review in our University. The network was formed in 2020 and extended to become University wide during lockdown, which in itself presented specific challenges. This paper describes the activities of the WITU network which runs events and celebrations for female students on our engineering and technology programmes such as ‘Meet & Greet’ events for incoming year one students, scholarship workshops, coding camps and International Women’s Day celebrations. The events are run collaboratively with students, academics and employer networks, with participation from recent female graduate role models, who are contributing to the wider engineering community. This paper describes these events and their impact on participants. Outcomes and feedback from participants show the critical role of these types of targeted interventions in supporting women and gender minorities and address some of the most pressing global challenges relating to the abovementioned SDGs

“Digging Deeper” Advocate Researchers’ Views on Advocacy and Inclusive Research

We are the Clare Inclusive Research Group (CIRG) a group of advocates with a learning disability, funded by the Irish support agency the Brothers of Charity (B.O.C.), Clare Services. As a long-established inclusive research group we were approached to reflect on our journey as advocates and researchers. In this article we talk about our work, challenging and helping repeal discriminating Irish law regarding intimate relationships. We then talk about our understanding of advocacy and inclusive research and make recommendations to make this work more effective. Method: As a group of members of CIRG, with the coordinator of the group, we developed this article using online Zoom discussion calls to identify themes, circulating online explanations of drafts followed by Zoom reflections and finally responding to academic reviews. The direct comments made by us as advocate researchers have been retained as they were expressed. Conclusions, Limitations and recommendations: One of our team remarked “advocacy and inclusive research are twins”. We concluded that they are very close but not identical. Our work together on this article led us to create a discussion paper, Manifesto for Inclusive Research. This was adopted as a touchstone for presentations at the first webinar roundtable of the newly formed Inclusive Research IASSID Special Interest Research Group in March 2022. In it we set out guidelines for creating inclusive research which require accessible information and valuing our input in terms that match our status as experts by experience in inclusive research. We challenge academic inclusive researchers who explore the world of intellectual disability to stand shoulder to shoulder with advocate inclusive researchers. Through our work together, we aim to create more fulfilling lives for us all

“Digging Deeper” Advocate Researchers’ Views on Advocacy and Inclusive Research

We are the Clare Inclusive Research Group (CIRG) a group of advocates with a learning disability, funded by the Irish support agency the Brothers of Charity (B.O.C.), Clare Services. As a long-established inclusive research group we were approached to reflect on our journey as advocates and researchers. In this article we talk about our work, challenging and helping repeal discriminating Irish law regarding intimate relationships. We then talk about our understanding of advocacy and inclusive research and make recommendations to make this work more effective. Method: As a group of members of CIRG, with the coordinator of the group, we developed this article using online Zoom discussion calls to identify themes, circulating online explanations of drafts followed by Zoom reflections and finally responding to academic reviews. The direct comments made by us as advocate researchers have been retained as they were expressed. Conclusions, Limitations and recommendations: One of our team remarked “advocacy and inclusive research are twins”. We concluded that they are very close but not identical. Our work together on this article led us to create a discussion paper, Manifesto for Inclusive Research. This was adopted as a touchstone for presentations at the first webinar roundtable of the newly formed Inclusive Research IASSID Special Interest Research Group in March 2022. In it we set out guidelines for creating inclusive research which require accessible information and valuing our input in terms that match our status as experts by experience in inclusive research. We challenge academic inclusive researchers who explore the world of intellectual disability to stand shoulder to shoulder with advocate inclusive researchers. Through our work together, we aim to create more fulfilling lives for us all

Identity Change and the Transition to University: Implications for Cortisol Awakening Response, Psychological Well-being, and Academic Performance

The Social Identity Model of Identity Change (SIMIC) posits that social group memberships protect well-being during transitional periods, such as the transition to university, via two pathways – maintaining previously held social group memberships (social identity continuity) and gaining new social group memberships (social identity gain). Breaking new ground, this study investigates how these processes can influence an important biomarker of stress - cortisol awakening response (CAR). A total of 153 first year undergraduate students (69.3% female) completed measures (group memberships, depression, life satisfaction) at the beginning of the academic year (October, time 1; T1), of which 67 provided a saliva sample for CAR assessment. Seventy-nine students completed the time 2 (February, T2) measures four months later (41 provided saliva). Academic performance was assessed objectively through end-of-academic year university grade data (June, T3). At T1, students who reported greater social identity continuity and gain also reported lower depressive symptoms and greater life satisfaction. Across the academic year, social identity gain was associated with more adaptive post-awakening cortisol concentrations at T2. During the transition to university, new social group memberships were associated with a known biomarker of stress