Displaying all 13 results
- Conference Session
- Women in Engineering Division: Retention of Undergraduate Students
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Elaine Zundl, Rutgers, The State University of New Jersey; Laura Stiltz, Rutgers, The State University of New Jersey; Helen M. Buettner, Rutgers, The State University of New Jersey
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
member.Since the inception of the Douglass Engineering Living-Learning Community in 2012, 42 first-year women have participated and completed the program. Of those women, 38 havesuccessfully stayed in an engineering curriculum (90% retention rate), and 29 have continued tolive together in another residence hall. To assess the effectiveness of this program on thepredictors of retention, all students participating were asked to complete the LongitudinalAssessment of Engineering Self-Efficacy (LAESE) developed by The Pennsylvania StateUniversity and University of Missouri. This instrument measures several outcomes related toretention and is widely used to better understand students’ feelings towards engineering. Focusgroups were also used to generate
- Conference Session
- Women in Engineering Division: Curricular Programs
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jenahvive K. Morgan, Rowan University; Mario J. Leone, Rowan University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
sensing.” Journal of NeuroEngineering and Rehabilitation. 2(4), 1-7.8. Berzowska J. (2005). “Electronic Textiles: Wearable Computers, Reactive Fashion, and Soft Computation.” Textile. 3(1), 2-19.9. Lam Po Tang, S. (2007). “Recent developments in flexible wearable electronics for monitoring applications.” Transactions of the Institute of Measurement and Control, 29 (3-4), 283-300.10. Raelin, J. A., Bailey, M. B., Hamann, J., Pendleton, L. K., Raelin, J. D., Reisberg, R., and Whitman, D. (2011). “The Effect of Cooperative Education on Change in Self-Efficacy among Undergraduate Students: Introducing Work Self-Efficacy.” Journal of Cooperative Education and Internships. 45(2), 17-35.11. Chubin, D. E., May, G. S., and
- Conference Session
- Women in Engineering Division: Faculty and Gender Issues
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ari Turrentine, VentureWell
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
, and sexual harassment. Second, this base of discrimination may influenceidentified behavioral and attitudinal barriers such as women faculty’s lower self-efficacy andconfidence, lower productivity, and higher risk-aversion. Third, discrimination and attitudinalbarriers come into play when considering the differences women experience navigating work-lifebalance such as marriage and parenting, and inclusion in critical networks. Finally, taking all ofthe listed factors into consideration, a picture emerges around why women faculty in engineeringare not participating in academic commercialization education and training at the same rate astheir male counterparts
- Conference Session
- Women in Engineering Division: Retaining and Developing Women Faculty in STEM
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
from a social cognitive perspective10,11 thatconsiders the multiple environments central to one’s life and work. Relevant to thisproject, the authors advocated that attention be given to the multiple environments ofresearch, academia and home/family life that create numerous and often competingexpectations and demands on one’s work life. These multiple environments interactwith personal characteristics (e.g. gender, race) to influence career behaviors,confidence in one’s ability to do research (research self-efficacy), and the outcomes oneexpects from a research career (career self-efficacy). These factors, in turn, predict one’sinitial or sustained interest in a research career pathway. This theoretical framework isimportant because it
- Conference Session
- Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering
self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing
- Conference Session
- Women in Engineering Division: Retention of Undergraduate Students
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
influencing their self-efficacy, the development of their career interest goalsand their academic course outcomes as related to studying science, technology, engineering andmathematics (STEM). This study is unique in that it was also designed to identify experiencesthat appear to contribute to women’s identity development and self-confidence and includes asubstantial representation of Latina women’s voices. Data was collected and analyzed to identifyif similar patterns exist between subjects and if so, which are the greater influencers in theirdecision to select a STEM major and to persist beyond the critical first two years ofundergraduate studies.The literature of socialization and identity development as related to women as STEM learners indiverse
- Conference Session
- Women in Engineering Division: Strategies Beyond the Classroom
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Amy Elizabeth Dawson, Arizona State University; Bianca L. Bernstein, Arizona State University; Kerrie Wilkins, Arizona State University ; Jennifer M. Bekki, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
explored in an effort tomeasure the effectiveness of the intervention. In the RCT reported here, participants weredivided into two treatment groups, one that had access to the entire CareerWISE website, onethat had access to all site content with the exception of the interactive video simulations, and await-list control group (WLC). The WLC group was given access to the entire online resource ata later time, which allowed those participants to also gain any associated positive impacts. Outcome measures for the RCT included self-reported knowledge of and self-efficacy ininterpersonal communication skills and ability to apply key interpersonal communication skills.Comparisons based on outcome measures were made both between the two treatment
- Conference Session
- Women in Engineering Division Poster Session
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Celine Manoosingh, Georgia Southern University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
population of the engineering students and retaining them to the end of their educationaljourney, and toward the ultimate goal of professional licensure.Service leaning has been proven to be an invaluable tool to recruit and retain engineering students, a studyconducted by Astin et al (2000) found that in a study of 22,000 students, integrating service learning hadsignificant positive effects on 11 outcome measurements including critical thinking skills, values,leadership and self-efficacy. Eyles & Giles (1999) studied 20 universities and the effect of a service-learning based curriculum on over 1500 students. The results indicated an increased positive impact in the
- Conference Session
- Women in Engineering Division: Curricular Programs
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Emily Olina Wisniewski, Northeastern University ; Rachel Lauren Shapiro, Northeastern University; Emma Kaeli, Northeastern University ; Kristen Barbara Coletti, Georgia Institute of Technology; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
conducted a study comparing the performance of students who did and did not useavailable forms of SI and correlated performance outcomes with factors deterring students fromusing the offered forms of SI. Our focus this year is to identify statistically significant trends inour data from this year’s and last year’s classes and assess the impact of level of participation inSI on student self-efficacy and attitude towards SI for freshmen enrolled in a required generalchemistry course.To understand a student’s choice to participate in SI and to determine correlations with courseassessments and grades, students enrolled in a required general chemistry course were surveyedat the beginning and at the end of the semester. This year (fall 2014) 524 students
- Conference Session
- Women in Engineering Division: Strategies Beyond the Classroom
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Beverly Louie, University of Colorado, Boulder; Amanda S. Parker, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
choosing betweenchoice of 4b. Connect modules to boost self-efficacy in an 4b. Students identifymajor engineering with engineering skill area engineering skills students' personal 4c. Mentors talk about their own they enjoy or have values majors and process of choosing learned 4c. Introduce students 4c. Student can to faculty in their explain the societal potential majors value of their
- Conference Session
- Women in Engineering Division: Student Issues as Related to Culture
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ronald Brandt, Seton Hall University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
- Conference Session
- Women in Engineering Division: Strategies Beyond the Classroom
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Evelyn R. Sowells, North Carolina A&T State University; Nina Exner, North Carolina Agricultural & Technical State University; Sherry F. Abernathy, North Carolina A&T State University; Rajeev K. Agrawal, North Carolina A&T State University ; Brenda S. Faison Ph.D., North Carolina A&T State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
Page 26.1744.11 to pursue careers in STEM- related areas. Studies suggest that gender differences in terms of interest in science, technology, engineering, and math can begin at an early age22. In many cases, females tend to feel they are neither competent enough nor have the ability to study disciplines that are traditionally male dominated. As a result, females end up having a negative attitude towards the STEM fields of study. This attitude towards the STEM study areas are further exaggerated when considering the fact that there are a limited number of female mentors, roll models, or peers to improve self- efficacy in this area. The Women in Technology Discussion Panel and Symposium is instrumental in stimulating interest
- Conference Session
- Women in Engineering Division: Faculty and Gender Issues
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Canan Bilen-Green, North Dakota State University; Jenna P. Carpenter, Louisiana Tech University; Stacy Doore, University of Maine; Roger A. Green, North Dakota State University; Karen J. Horton P.E., University of Maine; Kristen L. Jellison, Lehigh University; Sharon Melissa Latimer, West Virginia University; Marci J. Levine, Lehigh University; D. Patrick O'Neal, Louisiana Tech University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
that considers the multiple environments central to one’s life andwork. The authors suggested that interventions be focused on 1) reducing role conflictsimposed by multiple environments, 2) providing continuity of training efforts, 3) creating apositive and rewarding mentoring culture, 4) and incorporating and evaluating efforts toincrease one’s research self-efficacy beliefs. Lent and Brown28 initially proposed a model forwork satisfaction that extends their scholarship on Social Cognitive Career Theory26. In thisprocess model, the authors posit that work satisfaction is influenced by 1) one’s affective traits,2) participation in goal-directed activities, 3) environmental supports and resources, 4) workself-efficacy and 5) both expected and