TALENT DEVELOPMENT

Nine Female STEM Students Receive Full-Ride College Scholarships from Exelon and Exelon Foundation

The Exelon Foundation | May 31, 2022

Winner_News.jpg
The Exelon Foundation surprised nine female STEM students and graduates of the Exelon STEM Leadership Academy with full-ride college scholarships of about $1 million.

“We want to ensure these outstanding young women the opportunity and financial flexibility to study at the college of their choice. It’s not just a scholarship, but, hopefully, a path to future leadership at Exelon.”

- Paula Conrad, vice president of Corporate Relations for Exelon


Following are the STEM Leadership Academy Scholarship recipients of 2022:
STEM Academy Baltimore and DC
  • Allegre Oledibe, Springdale, Md. (General Engineering, Virginia Tech)
  • Micaela Venyo, Belcamp, Md. (Mechanical Engineering, Virginia Tech)
  • Tahreem Rana, Baltimore, Md. (Computer Science, University Maryland Baltimore County)

STEM Academy Chicago
  • Nicole Constante, Chicago, Ill. (Engineering Management, University of Illinois Chicago)
  • XiuYi Tan, Chicago, Ill. (Computer Science, University of Illinois at Urbana-Champaign)
  • Aditi Bhatt, Chicago, Ill. (Computer Engineering, University of Illinois at Urbana-Champaign)

STEM Academy Philadelphia
  • Aliyana Banner, Yardley, Pa. (Mechanical Engineering, Drexel University)
  • Maitri Patel, Philadelphia, Pa. (Industrial and Operations Engineering, University of Michigan Ann Arbor)
  • Emily Curran, Jamison, Pa. (Computer Engineering, Villanova University)

Spotlight

Results from the national surveys carried out by the project indicate that although a majority of the programmes include teaching on human rights, there is room for improvement as regards the formalisation of learning outcomes, as well as their alignment with teaching content, teaching and assessment methods, reading lists, examination forms, and teacher competence. A lack of constructive alignment is
problematic as it makes it difficult to ascertain whether examination procedures are adequate, and decreases transparency towards students.

Spotlight

Results from the national surveys carried out by the project indicate that although a majority of the programmes include teaching on human rights, there is room for improvement as regards the formalisation of learning outcomes, as well as their alignment with teaching content, teaching and assessment methods, reading lists, examination forms, and teacher competence. A lack of constructive alignment is
problematic as it makes it difficult to ascertain whether examination procedures are adequate, and decreases transparency towards students.

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