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Improving the Diversity of Faculty in Electrical and Computer Engineering (iREDEFINE ECE)

As women faculty in electrical and computer engineering (ECE), we have been involved in several efforts targeted at increasing the participation of women in ECE departments. For example, at Rutgers University, we have organized presentations and workshops for first year students that highlighted the societal aspects of ECE, such as bioelectrical engineering applications. Such focus did bear fruit; between 2010 and 2016, the sophomore female enrollment in ECE at Rutgers rose from 11% to 19%. At the University of San Diego, we have conducted research on the demographics and outcomes of undergraduate students in ECE, facilitated workshops to help faculty teach in more inclusive ways, and are currently working on a National Science Foundation (NSF)-funded effort to revolutionize engineering education [1] . Also, as chairs, we have been considering ways to diversify our faculty carefully considering the overall hiring process including innovative approaches such as cluster hires [2] , paying close attention to the language used when advertising faculty positions, the discussions during the review of the candidates, the candidate selection criteria, and the interview process [3] . However, the number of diverse graduate students is small to begin with, and in an era in which companies have realized the value of diversity, academia has to compete with companies such as Google and Microsoft for the best Ph.D. graduates. Without a diverse faculty, we cannot sustain a diverse student body.