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Linking Engineering to Life: Expanding Gender Diversity in STEM Through an Afterschool Program

Conference Session
Women in Engineering Division (WIED) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Amber L Doiron, University of Vermont; Katherine O'Shea; Nicole M Miller, Vermont Afterschool, Inc.; Tracy L Truzansky
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
foundation for entry into most STEM-related occupations, and interventions in earlyeducation are seen as a promising avenue to move girls towards careers in engineering.Compared to classroom teaching, afterschool programs are unique in their ability to offer moretime-flexible, hands-on activities that advance student-centered learning, which is crucial inSTEM education [2] - [4]. Linking Engineering to Life (LEL) is an afterschool, experientialengineering curriculum launched in the fall of 2020 by Vermont Afterschool, a statewidenonprofit dedicated to strengthening programs, empowering youth, and expanding access toafterschool and summer programs so that all Vermont youth are active, engaged, connected, andheard. LEL’s goal is to overcome barriers
Relevance Score: 0.636089

Increasing the Persistence of Black Women in STEM (WiSTEM) by Implementing and Sustaining a Successful Cohort Model for First-Year Undergraduate Women at an HBCU

Conference Session
Women in Engineering Division (WIED) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Monica Stephens, Spelman College; Tiffany Renee Oliver, Spelman College; Pamela M Leggett-Robinson, PLR Consulting
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
topersist in STEM for these STEM students[12].STEM identity is a reflection of how one understands and positions oneself within theSTEM culture and is often defined as the composition of self-views that emerge fromsocialization and culturalization. Settings (communities) have the power to influence,create expectations, and influence decisions regarding STEM persistence.Culturally Relevant Pedagogy and Persistence in STEM DisciplinesCulturally Relevant Pedagogy (CRP) is an approach to teaching that recognizes andvalues the cultural experiences and identities of students and incorporates theseexperiences into the curriculum and teaching practices [17]. This approach has beenshown to be particularly effective in increasing the retention of
Relevance Score: 0.56764793

Gendered patterns in first-year engineering students’ career aspirations and expectations

Conference Session
Women in Engineering Division (WIED) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Catherine MacKenzie Campbell, University of Toronto, Canada; Andrea Chan, University of Toronto, Canada; Jessica J. Li, P.E., University of Toronto, Canada; Philip Asare, University of Toronto, Canada; Emily Moore, University of Toronto, Canada
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
Paper ID #39609Gendered patterns in first-year engineering students’ career aspirationsand expectationsMs. Catherine MacKenzie Campbell, University of Toronto, Canada MacKenzie Campbell is a MASc student in Chemical Engineering specializing in Engineering Education. Her thesis is exploring how the quality of work-integrated learning experiences shape women engineers’ career intentions, with a focus on intersectionality and diverse engineering fields including emerging and non-traditional areas of practice. MacKenzie has an undergraduate engineering degree in Biomedical Systems Engineering, where her research
Relevance Score: 0.30100736

Why We Should Be Using Our Stories and the Hero's Journey to Help Recruit a More Diverse Population for Engineering

Conference Session
Women in Engineering Division (WIED) Technical Session 5
Collection
2023 ASEE Annual Conference & Exposition
Authors
Peter Jamieson, Miami University
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
link to a digital portfolio of multimedia items such thatothers could then access a previous student’s story. This would allow engineering schools tocreate a museum of sorts with all their alumnus’ stories available to be viewed, and instead ofasking pioneers to spend significant time mentoring students, we could potentially allow studentsthemselves to explore stories and help them shift their own view of what the “Mythical Engineer”is for them.To start out this process, we would need to create these tools to help curate our stories. Then withthe tools in place, we could ask faculty and recent alumni to create a seed set of stories to start offan archive. Next, we would integrate story curation into our curriculum as activities/assignmentsthat
Relevance Score: 0.29361463

Measuring the Impact of Budding Support Programs for Women Undergraduates in Computing Degrees

Conference Session
Women in Engineering Division (WIED) Technical Session 8
Collection
2023 ASEE Annual Conference & Exposition
Authors
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
Risk Management and Insurance industry. Throughout her career, she wrote articles and papers on the topic of Risk Management Information Systems and delivered several invited presentations at Risk Management Conferences as she was a recognized expert in the discipline.Dr. Lisa Cullington, National University Lisa Cullington, Ph.D. is an educational researcher with expertise in curriculum development, learning outcomes and educational assessment best practices. She focuses on building and evaluating academic programs that promote inclusive excellence for all learners. Currently, Dr. Cullington serves as the Director of Learning Outcomes for National University. Previously, she was the Founding Co-Director of the
Relevance Score: 0.2845799

Examining the Impact of State-Level Affirmative Action Bans on the Enrollment of Historically Excluded Students in Engineering Schools

Conference Session
Women in Engineering Division (WIED) Technical Session 5
Collection
2023 ASEE Annual Conference & Exposition
Authors
Alison Leigh Banka, University of Georgia; Agnes Germaine d'Entremont, P.E., University of British Columbia, Vancouver; Katherine A. Lyon
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
d’Entremont, P.Eng., is an Associate Professor of Teaching in the Department of Mechanical Engineering at UBC. Her work focuses on student learning and curriculum development in mechanical en- gineering. She teaches courses in mechanics, including orthopaedic biomechanics and injury biomechan- ics, and mechanical design, and teaches Arts and Commerce students about engineering. Her teaching- related interests include active learning, open educational resources (OER), and open pedagogy. She also focuses on student mental wellbeing and equity, diversity and inclusion (EDI) issues in engineering education and the broader engineering profession.Dr. Katherine A. Lyon ©American Society for Engineering
Relevance Score: 0.28383946