Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Rona Tamiko Halualani, San Jose State University

Tagged Divisions

Women in Engineering

]. Below, wewill highlight some of the recent research in this area.A six-year study of STEM students at the University of Washington [30] found that most womenwho switched out of engineering (77.9%) cited discouragement and a loss of self-efficacy asfactors. Marr and Bogue [31] conducted a longitudinal study of women engineering student self-efficacy using data from five institutions across the U.S. The results of their study of 164 womenengineering students showed there was a positive increase in self-efficacy among students inthree self-efficacy measures (coping self-efficacy, second engineering self-efficacy, and mathoutcomes expectations) and reduced self-efficacy in feelings of inclusion in engineering. Incontrast, Reisberg et al. conducted

Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Shapcott, Arizona State University; Katherine G. Nelson, Arizona State University; Jenefer Husman, Arizona State University

Tagged Divisions

Women in Engineering

-efficacy (i.e., thinks she can succeed).19 Knowing the relation of self-efficacy with motivation, engineering educators havefocused intensely on it. Researchers have devised ways to measure self-efficacy in engineeringstudents14 and have successfully conducted interventions that have increased self-efficacy levelsof female engineering students.15 These interventions have increased self-efficacy by engagingfemale engineering students in mastery-orientated classes15 and curriculum design.20 A mastery-orientated classroom emphasizes learning new skills by focusing on the processes they involve.For example, Baker and colleagues, 2007, developed a course that embedded “tinkering”activities and applied technical skills. Class content that

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heidi M. Steinhauer, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Women in Engineering

presented in this section. Page 25.1311.6More specifically, we present the professional skills gained, as structured from the participantsown words.Overall Rating on the General Self Efficacy ScaleTable 2 presents the average ratings. When completing this survey, participants were instructedto reflect back holistically – to consider and measure personal, professional, and academicexperiences when rating each item. It is observed that all responses are rated highly, with thelowest as 3.18/4.00, “if someone opposes me, I can find the ways and means to get what I want.”When participants were asked to offer an example or an explanation of why they

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University; Lori L. Bakken, University of Wisconsin, Madison

Tagged Divisions

Women in Engineering

perspective10,11 that considers the multiple environments centralto one’s life and work. Relevant to this project, the authors advocated that attention be given tothe multiple environments of research, academia and home/family life that create numerous andoften competing expectations and demands on one’s work life. These multiple environmentsinteract with personal characteristics (e.g. gender, race) to influence career behaviors, confidencein one’s ability to do research (research self-efficacy), and the outcomes one expects from aresearch career (career self-efficacy). These factors, in turn, predict one’s initial or sustained Page 25.932.3interest in a

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley; Eli Patten, University of California, Berkeley; Ryan Shelby, University of California, Berkeley; Farzana Ansari, University of California, Berkeley; Lisa A. Pruitt, University of California, Berkeley

Tagged Divisions

Women in Engineering

, service learning, and real world experiencescan help nurture and grow these skills2,3. Through such approaches, students are more engagedand show greater interest6,7.Women in EngineeringHighlighting engineering as contributing to society through service learning is more appealing towomen4,8. Furthermore, Fouad and Singh9 recommend promoting the human-value ofengineering and supporting women’s self-efficacy not only in technical skills, but careermanagement and workplace skills and behaviors to recruit and retain women in engineering.Self-efficacy and confidence are important factors for recruiting and retaining women, as mostwomen who drop out of engineering report lower confidence in engineering skills even thoughtheir competence is comparable

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karen Chang Yan, College of New Jersey; Lisa Grega, College of New Jersey; Suriza VanderSandt, College of New Jersey; Diane C. Bates, College of New Jersey; Elizabeth Borland, College of New Jersey; Karen Elizabeth Clark, College of New Jersey; Amanda Norvell, College of New Jersey

Tagged Divisions

Women in Engineering

insight. More recently, she has also conducted research on factors influencing teaching and learning of pre-service mathematics teachers (e.g. mathematics anxiety), as well as factors affecting observational learning (e.g. self-efficacy and outcome expectations). Van der Sandt’s teaching covers both pure math- ematics and mathematics education. Pure mathematics courses include Calculus and Applied Liberal Art Mathematics. Mathematics education courses include both content courses and methodology courses specifically designed for education students: e.g. Mathematical Structures and Algorithms for Educators; Perspectives on the Development of Mathematics; Teaching Mathematics in the Early Childhood and the Elementary

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sarah Miraglia, Syracuse University ; Sharon W. Alestalo, Syracuse University; Shobha K. Bhatia, Syracuse University

Tagged Divisions

Women in Engineering

historical context of women in STEM, calls a ‘cult of masculinity,’assumes that science is the province of men and the extent to which women are capable of beingscientific is measured by their ability to assume a masculine posture.iv Thus, while women havemade gains, the climate continues to be “chilly” for STEM women faculty and industryprofessionals.vvivii Though policies may change, attitudes, norms, and values are not as pliable, asnoted by Mason et al: “…assumptions about the “ideal worker” prevail, including a de factorequirement for inflexible, full-time devotion to education and employment…”viii The Women inScience and Engineering Future Professionals Program (WiSE-FPP) recognizes the persistenceof challenging work norms and values in the

Conference Session

Retention of Women Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gretchen L. Hein, Michigan Technological University; Kaitlyn J. Bunker; Nilufer Onder, Michigan Technological University; Raven Rachaun Rebb; Laura E. Brown, Michigan Technological University; Leonard J. Bohmann, Michigan Technological University

Tagged Divisions

Women in Engineering

to persist within a given major or switch to anotherare complex. The factors that affect student decisions can be broadly classified into three groupsas (a) academic resources, (b) internalization and perceptions of the major and career, and (c)climate and experiential effects. The academic resources include lectures, recitations, andlaboratories; faculty and teaching assistants; university services such as advisors and careerplacement; and academic services such as study centers and academic progress monitoring.Internalization refers to perceptions of the self including confidence, self-efficacy, anddetermination to succeed. Perceptions of the major and career include students’ interest inchoosing and retaining engineering as a major and a