Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleanor Leung, York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania; Brandy Maki, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

are learning and challenged tobecome the next generations of engineers. However, some of these interactions can becomedifficult when gender bias exists. Gender bias, as defined in this paper, is the unfair differences inthe way a person is being treated because of their gender. This can be conscious or unconsciousprejudice in thoughts and or actions.Research suggests that gender bias in academia is not only a question of whether male and femaleprofessors are evaluated more or less favorably but that women are also judged on differentcriteria than their male counterparts [1, 2]. The authors in [1] argue that female faculty areevaluated differently in intelligence/competence and personality. In the engineering disciplines,female faculty members

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Ghio, Northeastern University; Sydney Anne Morris, Northeastern University; Hannah Marie Boyce, Northeastern University; Bradley Joseph Priem, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Divisions

Women in Engineering

First-Year Engineering StudentsAbstractThe purpose of this study was to investigate the impact of peer tutoring experiences on upper-class male and female tutors who provided supplemental instruction (SI) for first-yearengineering students enrolled in required general chemistry and physics courses at NortheasternUniversity. Our previous research has shown a correlation between regular use of SI by first-yearengineering students and increased GPA, as well as gender-based differences in SI usage andeffects of SI. In this study, we turned our focus to the effects of the tutoring role on the tutors andsought to elucidate 1) whether tutors perceived that they benefitted from the SI experience, and ifso, in what ways, 2) how gender affected attitudes

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Appelhans, University at Albany-SUNY

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

and belonging in engineering culture. The inequality of women in engineering has beenattributed to persistent male-dominated cultures and women’s difficulty establishing themselvesas legitimate engineers. In 1993, McIlwee [1] found that men’s identities in engineering centeredaround “tinkering” hobbies and passion for technology. Women’s interest in engineering, incontrast, was typically more academic and less “hands on”. In her ethnographic work withengineering students, Tonso [2] argued that despite a wide range of normative engineeringidentities, none of them were associated with women. Ten years later, McLoughlin [3] arguedthat while some women were drawn to engineering through the “traditional” pathway of passionfor technology, there is

Conference Session

Women in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Beverly Louie, University of Colorado Boulder, College of Engineering & Applied Science; JoAnn Silverstein, University of Colorado, Boulder; Robyn Sandekian, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

as well as the institutional behaviors that enable unequal outcomes.Ultimately robust data analysis and communication will be the basis for new structures to sustaina productive and diverse faculty.Inclusion has been broadly defined as: “active, intentional and ongoing engagement indiversity—in the curriculum, in the co-curriculum, and in communities (intellectual, social,cultural, geographical) with which individuals might connect—in ways that increase awareness,content knowledge, cognitive sophistication and empathic understanding of the complex waysindividuals interact within systems and institutions” [1, para. 6].For academic institutions the goal of inclusion addresses recognition of individuals acrossmultiple identity factors (e.g

Conference Session

Women in Engineering Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine L Walters, University of Georgia ; John M Mativo, University of Georgia; Uduak Zenas George, San Diego State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, digital image processing and analysis, and numerical approximation of partial differential equations on fixed and evolving domains. American c Society for Engineering Education, 2020 Women enrolled in engineering programs: Their interests and goals Although women earn about half of science and engineering bachelor’s degrees, and 44%of master’s degrees, women are underrepresented in certain areas of science and engineering [1].According to the National Science Foundation, women received the highest amount of sciencedegrees in psychology and biosciences, and the lowest in computer sciences and engineering [1].Why are women entering the fields of psychology and biology

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maureen C Smith, San Jose State University; Jinny Rhee, San Jose State University; Belle Wei, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

undergraduates do not rate themselves asbeing as creative as a “typical engineer”, and there is a strong association between self-ratings ofcreativity and professional identity. Engineering identity is discussed in the context ofparticipants’ reported goals for the conference and its benefits. Suggestions for promotingengineering identity are described.Introduction and BackgroundAs universities aim to address the gender gap problem of their engineering and computer sciencestudent population [1], recruiting and retaining women has become ever more critical. To thisend, a one-day annual Women in Engineering conference [2] was organized and hosted by alarge public university in the west. One overarching goal of the conference is to foster thedevelopment of

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

hasidentified student groups in engineering who are likely to struggle more or be disadvantagedcompared to majority White male students.Gender: Women make up 58.2% [1] of the population in the United States yet earn only 19.8%of all bachelor’s degrees in engineering and 24.2% of masters degrees [2] [3]. In the workforce,they represent only 14.5% of engineers [4]. Despite extensive efforts to reach gender parity inengineering [5], engineering remains stubbornly resistant to providing a compelling andwelcoming environment for women while other fields like biology and math have advanced tomuch greater gender balance at 60% and 42% of bachelor’s degrees granted to womenrespectively [6]. Women bring diversity of thought to engineering and their

Conference Session

Women in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Gewirtz, Virginia Tech; Francesca Giardine, Smith College; Robin Ott, Virginia Polytechnic Institute and State University; Anne Kary

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

that includedtransgender, gender-nonconforming, and an option to skip the question. The data set includedinterviews with the participants conducted at three, six, and twelve months of work. Interviewswere analyzed with multiple rounds of coding to determine which challenges articulated byparticipants were unique to women.Results indicate that women face many of the same challenges as men. Women also face a set ofunique challenges, which were sometimes overtly rooted in sexism.IntroductionSignificant research in the past few decades has documented the experiences and challenges thatwomen in engineering face, not only in a professional setting but also as engineering students[1], [2], [3]​. However, few of these studies have reported on the

Conference Session

Women in Engineering Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

M. Teresa Cardador, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J Cross, University of Nevada, Reno; Grisel Lopez-Alvarez, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

American c Society for Engineering Education, 2020 Work in Progress: A Qualitative Exploration of Female Undergraduate Decisions to Specialize within Engineering DisciplinesIntroductionWhile engineering has long been recognized as one of the most highly and persistently sexsegregated occupations in the US, researchers have also begun to recognize patterns of intra-occupational sex segregation within engineering, such that gendered roles and career paths existin the engineering profession [1-3]. Men are more frequently in the most technical roles (i.e.,those that rely almost exclusively on technical rather than professional skills). These roles areoften perceived as the highest status and most

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anu Osta, Rowan University; Jennifer Kadlowec, Baldwin Wallace University; Alissa Papernik; Amanda Ferreira Dias-Liebold, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

to complete and understand the necessary courseworkthis is required in engineering, whereas if a male student fails a course he views it as he needs towork harder for next time. This lack of confidence in female students causes them to leave themajor17.In keeping with the above considerations, a study was undertaken at this university with thefollowing goals (1) to find the factors that help recruit women engineering students, (2) toidentify the challenges and barriers being faced by female students working in multidisciplinarynon-female dominated teams engaged in project-based learning activity18, (3) to find acorrelation between their experiences and their underrepresentation and/or retention in theengineering field. The overarching goal

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Bottomley, North Carolina State University; James Samuel Carter III, University of North Carolina at Chapel Hill

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

women students inthe College of Engineering at NC State University [1]. The program was first outlined in 2009 atthe ASEE Annual Conference. When the program was started, admitted students with the lowestmath SAT scores were invited to attend. This decision was taken, because internal researchindicated that math performance was predictive of engineering retention, and it was desired toincrease the retention of engineering students who identify as female. Over time, the SAT scoresof admitted engineering students have increased significantly. Additionally, the activitiesdesigned to instill confidence in mathematics were determined through assessment to have littleeffect. Therefore, the activities of the camp were redesigned to focus more on

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Serne, Central Washington University; David Wesley Martin, Central Washington University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

methods such as Construction Management at Risk, Design/Build,Lean Construction, and Integrated Project Delivery (IPD) now account for most constructioncontracts.1 However, the use of these increasingly collaborative project delivery systems does notensure collaboration. For example, although Lean Construction proponents frequently employthe principles of IPD, success does not occur on every project. The reasons for failures areconsiderable, but one commonly cited cause is the inability of the construction managers, onthese projects, to manage conflict in a cooperative manner or adjust their mindsets to operatewithin a collaborative framework. Although individuals with strong records of success onprevious projects are often selected to manage

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shawn Fagan, Temple University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

were designed to guide the study in the exploration of the livedexperiences of eleven female students in an undergraduate engineering program. These questionsprovided a foundation for gaining a detailed understanding of how the participants made sense oftheir experiences and factors that were influential in their choice and persistence in engineering.1. How might choice and persistence take shape for women in an undergraduate engineering program? a. What roles do pre-college engineering-related learning experiences play in women’s choice of engineering as a major? b. How do women overcome social and cultural barriers in their persistence in an engineering program?ParticipantsThe recommended sample size for

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling, Duke University; Megan Gray, Duke University; Medha Gupta, Thomas Jefferson High School for Science and Technology; Amy Arnold, Duke University; Kelly Perri, Duke University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

IntroductionIt is no secret that computing fields have a diversity challenge. In 2016, 57% of bachelor’sdegree recipients were female; however, only 19% of computer and information sciencebachelor’s degrees were earned by females. This gender gap in computer science education alsotranslates into the professional world where women hold 57% of professional occupations, andless than 25% of computing professions [1]. With numerous reasons cited, including stereotypesof the field, a lack of role models [7], and a desire to help others, attracting and retaining womenin the field is challenging; yet, it is crucial to push the discipline forward.The Duke Technology Scholars program, which began in 2016, aims to address the femaledisparity in computing fields

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Lester, Georgia State University; Sahithya Reddivari, Georgia State University; Forough Ansari, Georgia State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

college isproactively working to address issues of access and success through three strategic approaches:1) the formation of new female-led student clubs aimed at encouraging a growth mindset inengineering; 2) the creation of academic-based collaborative learning spaces which supportsynergistic activities between faculty and students; and, 3) student engagement in the form ofwraparound services based in co-curricular programming. It is through these efforts that theauthors hope to further the discourse among engineering educators on how to improve access andthe success of female engineering students especially within the first two years of the collegeexperience.Strategic Approach I: Female-led Student ClubsBackgroundOver 30 years ago, world

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maral Kargarmoakhar, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Bachelor’s degree in Computer Engineering from Elizabethtown College, a Master’s degree in Computer Science and Software Engineering from Auburn University, eleven years of experience in industry as a software engineer, and seven years as a full-time faculty in the departments of computer science and engineering. Her interests focus on broadening participation in engineering through the exploration of: 1) race, gender, and identity in the engineering workplace; 2) discipline-based education research (with a focus on computer science and computer engineering courses) in order to inform pedagogical practices that garner interest and retain women and minorities in computer-related engineering fields.Prof. Zahra Hazari, Florida

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Litany H Lineberry, Mississippi State University; Sarah B. Lee, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

solving skills. Many researchersand practitioners propose moving from using the acronym STEM to science, technology,engineering, arts, and mathematics (STEAM). The difference in STEM and STEAM is theinclusion of arts of any kind, aligning artistic creativity with STEM learning. Zimmerman andSprung concluded that motivation and self-confidence in computing for females is increasedwhen they can learn CS in the context of a content area, they are already comfortable with [1].Recognizing this cross-disciplinary connection approach, Mississippi State Universityresearchers in 2014 integrated a physical art component module that enabled girls to designrobots using crafting material, with positive results. In 2019, the team piloted a 4-day camp

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lourdes A. Medina, University of Puerto Rico at Mayaguez; Saylisse Davila, University of Puerto Rico-Mayaguez; Olga Beatriz Rivera, Amgen Manufacturing Limited; Nolgie Oquendo-Colon, University of Puerto Rico, Mayaguez Campus; Maria Angelica Velazquez, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

recruitment, retention, and progression is presentedalong with their positive or negative impact. Finally, the model was revised once more toincorporate the results of an ADVANCE program carried out at a minority-serving institution.I. IntroductionWhile females around the world continue to advance to leadership roles, they still facediscrimination and are treated unfairly in many different settings; particularly, the ones inScience, Technology, Engineering and Math (STEM) education. Females in STEM are mostlyunderrepresented and constantly face recruitment and retention issues. This phenomenon isaddressed as the “leak in the pipeline” [1] – fewer females over time advance to careers inacademia. Females in academia and many other engineering work

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Kerry Greer, University of British Columbia; Katherine A. Lyon, University of British Columbia, Vancouver

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

disciplines with a range of female enrolments (12.6% to 33.6%) toexamine for changes: chemical engineering (CHEM), mechanical engineering (MECH),electrical engineering (ELEC), and civil engineering (CIVL) (Table 1). These are the four largestdisciplines, with total undergraduate enrollment among them making up nearly half of all USengineering students. Because of their large size, about 44% of all female undergraduateengineering students in the US are enrolled in these disciplines. However, these traditionaldisciplines are still highly male-dominated, with an enrollment of less than 18% women overall.Table 1: Distribution of total and female undergraduate enrollment among disciplines, anddistribution of female enrollment within disciplines, for all

Conference Session

Women in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Retherford P.E., The University of Tennessee at Knoxville; Sarah J Mobley P.E., The University of Tennessee at Knoxville; Kristen N. Wyckoff, The University of Tennessee at Knoxville

Tagged Divisions

Women in Engineering

increases in the number of female students entering into engineering programs, as wellas female students obtaining doctorates, yet female faculty percentages remain low. Hiringdiversity programs are increasing the number of female faculty in engineering departments, but adisproportionate number of female faculty fail to make tenure as compared to their malecounterparts. One potential reason for female faculty failing to make tenure is the variability inwhat tasks they are required to do in comparison with their male counterparts. Men aretraditionally asked to teach less and research more, while teaching becomes a larger requirementfor tenure-track females [1].As a whole, efforts are to increase the number of women in STEM careers, especially in

Conference Session

Women in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robyn Sandekian, University of Colorado, Boulder; JoAnn Silverstein P.E., University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

small numbers, already face heavier service loads than their majority, men peers. So,in this study we asked, “What differences have these programs made in the hiring outcomeswithin our college?”This case study describes some of the recent interventions implemented at the University ofColorado Boulder (CU Boulder) College of Engineering and Applied Science (CEAS), apredominantly White, very high research activity doctoral institution [1]. We present thedemographic history of the college’s tenured/tenure-track faculty compared to national averagesin the United States, a discussion of changes incorporated into the tenured/tenure-track facultysearch processes over the past five years, the hiring results over the past decade, and insights

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Stillmaker P.E., California State University, Fresno; Lalita G Oka, California State University, Fresno; Jesus Gutierrez Plascencia; Cindy Charlott Schwartz-Doyle, California State University, Fresno; Katherine Lor, California State University, Fresno

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. The data presented in this paper underscores the importanceof women faculty and mentors for the success of female engineering students.BackgroundUnderrepresentation of women in engineering, despite performing well academically, is a well-established fact and has been the focus of many researchers and policy makers. While lack ofrole models is considered one of the important factors, the gender of mentoring faculty hasrecently received some attention [1] and [2]. Because of a lack of introductory courses at thehigh school level, engineering faculty have the added responsibility of not only teaching thesubject but also introducing the profession and mentoring students and developing a sense ofbelonging [3]. The effect of virtually invisible

Conference Session

Managing Dual Careers

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yuting W. Chen, University of Illinois Urbana-Champaign; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Robyn Sandekian, University of Colorado, Boulder; Jill K Nelson, George Mason University; Lee Kemp Rynearson, Campbell University; Shannon Bartelt-Hunt P.E., University of Nebraska - Lincoln; Janet Callahan, Michigan Technological University

Tagged Divisions

Electrical and Computer, Faculty Development Division, Women in Engineering

unit/college administrator. With panelistsfrom four different universities, all in different stages in their careers, an engaged audience thatincludes instructional faculty at all levels, academic leaders and those considering an academiccareer will learn from this panel.Introduction and BackgroundA study by the Clayman Institute for Gender Research at Stanford [1] reported that a majorchallenge facing many academic institutions is attracting high quality individuals who have adual-career partner, to join their faculty. For the purposes of this discussion, a dual-career partneris a member of the dual-career couple, who also seeks an academic faculty position. Althoughthe proportion of dual-career academic couples has not changed in 4-year

Conference Session

Women in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jocelyn LaChelle Jackson, University of Michigan; Jeremi S London, Virginia Polytechnic Institute and State University; Joi-lynn Mondisa, University of Michigan; Stephanie G. Adams, University of Texas at Dallas

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

shortage of scientists and engineers [14] and thePresident’s Council of Advisors on Science and Technology [10] projected that the United States willneed to produce 1 million more STEM professionals to maintain our STEM preeminence in a globalenvironment. Students in STEM majors have traditionally come from non-Hispanic White or Asianpopulations and are also typically male [12]. However, U.S. demographics are shifting, and with thiscomes an increased need for attracting and retaining students with non-traditional backgrounds. In theU.S., among the students enrolled in undergraduate STEM programs in 2016, approximately 35.5% werewomen, 6.5% were African American/African American, 10.1% were Hispanic, and less than 0.4% wereNative American/Native

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Victor Ofori-Boadu, Penuel Consult Inc.; Jacob Randall Vanderpool, North Carolina Agricultural and Technical State University; Dongyang Deng, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

professionalenvironment impact the evolution and progression of an individual’s professional identity(Cruess et al., 2015).Researchers have examined how students view themselves as participants in various STEMprograms and how various constructs interact to contribute to students’ PID (Capobianco, 2006;Ofori-Boadu, 2018b). The professional identities of students enrolled in specific STEMprograms is constantly evolving as a result of students’ multiple self-identities that interact withacademic and professional environments (Capobianco, 2006). Gee (2001) highlights the fourperspectives of identity to include: (1) nature identity; (2) institution identity; (3) discourseidentity; and (4) affinity-identity. Gee’s model guides investigations on how students

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yang Yang, Kansas State University; Bette Grauer PE, Kansas State University; Jennifer Renee Thornburg, Kansas State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, retaining engineering students in the first two years of college is acritical issue when the attrition rate has been persistently high. 1, 2 In this study, we looked at onetool that has been widely used to help first year students and sophomores succeed in challengingcourses in universities, i.e., supplemental instruction and peer tutoring. 3-5In an earlier study we examined the effectiveness of a peer tutoring and supplemental instructionprogram in the College of Engineering at Kansas State University, a large Midwestern land grantresearch institution. This free tutoring program called Scholars Assisting Scholars, SAS, wascreated to increase the retention rates of first and second year engineering students. SAS wasimplemented as a part of an NSF

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Green P.E.

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

9 million jobs between2014 and 2022 [1]. In fact, various computer and biomedical engineering fields are projected tohave more than four times the job growth by 2024 compared to the average growth for alloccupations [2]. The necessity for the United States to have a highly qualified STEM work forcehas created national educational initiatives, both secondary and post-secondary, to address theneed to increase the participation of underrepresented people in STEM-related fields. In fact, theU.S. Department of Education [3] outlined specific goals to increase the quality of education andsuccess of undergraduate students. These efforts have included strengthening secondary Careerand Technical Education (CTE) programs and preparing students to

Conference Session

Women in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Suzanne Zurn-Birkhimer, Purdue University-Main Campus, West Lafayette (College of Engineering); Mayari I. Serrano, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

questions.Demographic questions included academic standing, age, earnings, and college expenses.Questions referring to education and career choices are detailed in Table 1. In 2019, the researchersadded to the survey a set of exploratory questions around gender bias and stereotyping (refer toTable 2).Data CollectionThe 1935 and 2019 data were examined and compared by the research team. The first datacollection was in 1935 by Amelia Earhart at Purdue University, and the second data collection wasat the same institution in 2019 by the Women in Engineering Program (WIEP). The 1935 data werecollected using paper copies of the questionnaire and the 2019 data collected via Qualtrics, anon-line surveying tool.ParticipantsThe Earhart data set was collected in 1935

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Ren, University of Toronto; Alison Olechowski, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

fromtheir instructors were less likely to persist in engineering and that discrimination from peers wasmore prevalent for women than for men. Focusing on those predictors of Intentional Persistence,our study calls for efforts to correct the under-representation of women in ML/AI.Introduction Machine learning and artificial intelligence (ML/AI) technology has enormous potentialto impact the world around us. The creators of ML/AI technology wield the power to influencethe resulting effects on the users, either positively or negatively and they are in greater demand,now more than ever [1]. In ML/AI solutions, there is a seemingly intelligent agent between thedeveloper and the end user that makes decisions affecting the output. This model

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jiahui Song, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; James R McCusker PhD, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

contribute andsucceed in the global competitive economic environment. As a result, this requires qualityscience, technology, engineering and mathematics (STEM) education. However, insufficientnumbers of American students pursue education and training in the STEM fields. After noticingthis challenge, STEM has become a great effort by many to increase STEM-related activities,which have the potential to promote collaborative learning and inquiry as well as to contribute tothe development of the 21st century skills [1]. The US government initiated the “Educate toInnovate” program to increase student participation in all STEM-related activities. The long-termobjective of these activities is to encourage more young women to choose an education in theSTEM