Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela M Kelly, Stony Brook University; Doreen Aveni, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #23365Women in Science and Engineering: A Framework for an Honors Under-graduate CurriculumDr. Angela M Kelly, Stony Brook University Angela M. Kelly is an Associate Professor of Physics and the Associate Director of the Science Education Program at Stony Brook University, New York. She attended La Salle University, Philadelphia, Pennsyl- vania, where she received her B.A. degree in chemistry, and completed her M.A. and Ph.D. degrees in science education (2000 and 2006, respectively) and her Ed.M. degree in curriculum and teaching (2007) at Teachers College, Columbia University, New York. She is the recipient of

Conference Session

K-12 Programs for Recruiting Women

Collection

2006 Annual Conference & Exposition

Authors

Pat Pyke, Boise State University; Leandra Aburusa-Lete, Boise State University; Christa Budinoff, Visioneering LLC; Janet Callahan; Michael Luque, Boise School District; Cheryl Schrader, Boise State University; Michelle Taylor, Micron Technology, Inc.

Tagged Divisions

Women in Engineering

Education. She taught in several schools before starting employment with Page 11.1448.1 Micron Technology as a Training Specialist and is now in the K-12 outreach.© American Society for Engineering Education, 2006 Where the Girls Are: Applying an Integrated Marketing Approach to Attract Girls into Engineering ProgramsAbstractThe steady national decline in women engineering students persists despite a plethora ofprograms and camps at engineering colleges around the country aimed at attracting girls intoengineering and technical fields.1 Discussions about this decline often suggest that influentialcultural

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Women in Engineering

AC 2007-2256: ATTRACTING AND RETAINING FEMALES IN ENGINEERINGPROGRAMS: USING AN STSE APPROACHLisa Romkey, University of Toronto Lisa Romkey is the Lecturer, Curriculum, Teaching and Learning with the Division of Engineering Science at the University of Toronto. In this position, Lisa plays a central role in the continuous improvement of the design and delivery of a dynamic and complex curriculum, while facilitating the development and implementation of teaching and learning initiatives and innovations. Lisa is cross-appointed with the Department of Curriculum, Teaching and Learning at OISE/UT (Ontario Institute for Studies in Education at the University of Toronto). Lisa holds a Masters in

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

Paper ID #29896Dance-A-Bit: Integrating Dance with Teaching Algorithmic ThinkingMs. Litany H Lineberry, Mississippi State University Lineberry is currently a Ph.D. student in Engineering with a concentration in Engineering Education at MSU with a research focus in cybersecurity education. She received her MS in CS with a concentration in Information Assurance from North Carolina A&T University. Her BS in CS was received from Voorhees College. Previously, Lineberry was Area Coordinator and an Instructor in CS at Voorhees.Dr. Sarah B. Lee, Mississippi State University Sarah Lee joined the faculty at Mississippi State

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leanne Kallemeyn, Loyola University Chicago; Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University Chicago; Jana Grabarek; Pete Livas Jr, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #33351Engineering Curriculum Rooted in Active Learning: Does It PromoteEngagement and Persistence for Women?Leanne Kallemeyn, Loyola University Chicago Leanne Kallemeyn, Ph.D., is an Associate Professor in Research Methodologies at Loyola University Chicago. She teaches graduate-level courses in program evaluation, qualitative research methods, and mixed methods. She has been the PI on seven major evaluation projects that ranged from one to five years in length. Her scholarship focuses on practitioners’ data use and evaluation capacity building within non-profits through coaching. She received a Bachelors in

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Beth Sellers, University of Florida; Idalis Villanueva, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #32762What Strategies do Diverse Women in Engineering Use to Cope withSituational Hidden Curriculum?Dr. Victoria Beth Sellers, University of Florida Dr. Victoria Sellers is a postdoctoral research associate in the Department of Engineering Education at the University of Florida. Her current research is focused on determining how engineering students respond to hidden curriculum. Victoria has previously served as an editorial assistant to the Journal of Women and Minorities in Science and Engineering, as well as the communications intern for the Journal of Engineering Education. Victoria received a PhD in

Conference Session

Potpouri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristen B. Coletti, Northeastern University; Melinda Covert, Northeastern University; Paul A. DiMilla, Northeastern University; Lauren Gianino, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Divisions

Women in Engineering

essential course in their freshman engineering curriculum, CHEM 1151 - GeneralChemistry for Engineers. Northeastern University students intending to major in an engineeringdiscipline typically take this course during the fall of their freshman year. The course meets threetimes a week in sections of approximately 100 students in a large lecture hall and once weekly inrecitations of approximately 30 students. Lectures are taught by multiple instructors, whocoordinate to cover common material that consists of both introduction of new concepts as wellas one or two active-learning exercises. Students also participate in lectures using “clickers” toaddress questions posed by the instructor. These clickers provide both the individual student andthe

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer A. Skaggs, American University in Cairo

Tagged Divisions

Women in Engineering

of women in engineering programs.30In contrast, this research builds upon work calling for a greater understanding of the gender “in”and “of” engineering.31 It “bends the silos” (of individual academic disciplines) by utilizingtheories, concepts, and methods from various disciplines to show that being successful in theengineering disciplines involves more than just mastering curriculum and technical competencies.It also involves learning how to be an active part of a learning community and negotiating one’spersonal psychosocial identity as one’s “engineering identity” is also being developed.The purpose of this study is to ask distinctive questions in order to gain greater understanding ofthe importance of the individual and how they develop

Conference Session

Women in Engineering Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Erika Murguia, Arizona State University; Erin Kube, Arizona State University; Jennifer Bekki, Arizona State University Polytechnic; Bianca Bernstein, Arizona State University

Tagged Divisions

Women in Engineering

(IGERT) Program5,6. In IGERT, groups of faculty and doctoral students from a number ofdisciplines at one university integrate research and education around an interdisciplinary themeor problem. The IGERT Program aims to create a cultural change in doctoral education in anenvironment that goes beyond disciplinary boundaries and focuses on the experiences of thetrainees. Since its inception in 1998, this program has funded over 4800 interdisciplinarytrainees in 96 institutions.Viewed this way, graduate education for tomorrow’s interdisciplinary researchers is aimed atbuilding a student’s capacity to integrate knowledge and different forms of thinking, borrowtools and concepts from a variety of disciplines, and produce a cognitive advancement

Conference Session

Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture

Collection

2016 ASEE Annual Conference & Exposition

Authors

Omoju Miller, UC Berkeley

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

Paper ID #17160Gaining Insights into the Effects of Culturally Responsive Curriculum onHistorically Underrepresented Students’ Desire for Computer ScienceMs. Omoju Miller, UC Berkeley Omoju Miller is the lead researcher on the ”Hiphopathy” project at UC Berkeley. She has an undergrad- uate degree in Computer Science (2001) and a Master’s degree in Electrical and Computer Engineering (2004) from the University of Memphis. She has over a decade of experience in the technology indus- try. She is currently a doctoral candidate at UC Berkeley in Computer Science Education. Omoju also served in a volunteer capacity as an advisor to

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer A Gatz, Stony Brook University ; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #22003The Power of Peer Mentoring of Undergraduate Women in Engineering: Fos-tering Persistence through Academic and Social IntegrationDr. Jennifer A Gatz, Stony Brook University Public STEM education teacher of AP Biology and AP Research for Patchogue-Medford School Dis- trict. Ph.D. in Science Education from Stonybrook University, 2017. Post-doctoral associate at Stony Brook University’s Institute for STEM education evaluating persistence, motivation, social and academic integration of women in science and engineering at the undergraduate level.Dr. Angela M Kelly, Stony Brook University Angela M. Kelly is an

Conference Session

Women in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vicki V. May, Dartmouth College; Joseph J. Helble, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

campus has been successful at attracting and retainingwomen in engineering, we examined our program and enrollment trends, conducted interviews,and surveyed faculty, students and alumni. Based on this data, key aspects of the curriculum thatseem to effectively attract and retain women include the flexibility of the curriculum, a focus ondesign and innovation, a collaborative and friendly atmosphere, the presence of female peermentors, an emphasis on the liberal arts, and a focus on real-world projects.Data from surveys, interviews and courses are shared so that faculty and administrators at othercampuses may learn about different strategies that could be adapted at their own campuses toincrease gender diversity.BackgroundDespite continued

Conference Session

Mentoring

Collection

2008 Annual Conference & Exposition

Authors

Terri Camesano, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Kristen Billiar, Worcester Polytechnic Institute; Marsha Rolle, Worcester Polytechnic Institute; Susan Zhou, Worcester Polytechnic Institute

Tagged Divisions

Women in Engineering

. Page 13.733.1© American Society for Engineering Education, 2008 Integrated research, education, and outreach experiences for undergraduates at Worcester Polytechnic InstituteAbstractResearch Experience for Undergraduates (REU) programs, such as those supported by theNational Science Foundation (NSF), provide an excellent tool to help recruit and retain femalesand underrepresented minorities in engineering, which is crucial to our nation’s economicsurvival. Integrated research, education, and outreach experiences were offered for 8-9 femalesand underrepresented minorities per year in a Bioengineering REU at Worcester PolytechnicInstitute, over a three-year period. The goals of our program were to provide inquiry

Conference Session

Women in Engineering Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Taylor Maida, University of Notre Dame; Simran Moolchandaney, University of Notre Dame; Gabrielle Tanjuatco, University of Notre Dame; Caroline Lubbe, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #33372The Benefits of an Engineering Field Trip for Women StudentsDr. Kerry Meyers, University of Notre Dame Dr. Kerry Meyers holds a Ph.D. in Engineering Education (B.S. & M.S. Mechanical Engineering) and is specifically focused on programs that influence student’s experience, affect retention rates, and the factors that determine the overall long term success of students entering an engineering program. She is the Assistant Dean for Student Development in the College of Engineering at the University of Notre Dame. She is committed to the betterment of the undergraduate curriculum and is still actively

Conference Session

Recruitment & Retention of Women II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth T. Cady, National Academy of Engineering; Norman L. Fortenberry, American Society for Engineering Education; Catherine Didion, National Academy of Engineering

Tagged Divisions

Women in Engineering

AC 2011-335: USING AN EXTENSION SERVICES MODEL TO INCREASEGENDER EQUITY IN ENGINEERINGElizabeth T. Cady, National Academy of Engineering Elizabeth T. Cady is a Program Officer at the Center for the Advancement of Scholarship on Engineering Education of the National Academy of Engineering in Washington, DC.Norman L. Fortenberry, National Academy of Engineering (Washington) Dr. Norman L. Fortenberry is the founding Director of the Center for the Advancement of Scholarship on Engineering Education (CASEE) at the National Academy of Engineering (NAE). CASEE facilitates research on and deployment of, innovative policies, practices, and tools designed to enhance the effective- ness and efficiency of systems for the formal

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University

Tagged Divisions

Women in Engineering

successful in securing federalfunding for and implementing a number of relevant programs, employing forapproximately a dozen years an integrated model for the first two years of undergraduateengineering education3,4,5,6,7,8. This has reaped significant rewards in student success,retention, and satisfaction.Faculty expectations in the college for teaching, research, and service vary fromdepartment to department. Tenure-track/tenured faculty typically teach three to sixcourses per year and are generally expected to contribute to two to four proposals peryear (at least some of which can be as a co-PI). One to two publications are expected peryear, in general, as well as reasonable production of PhD and master’s students.Teaching and research are both

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Patricia Backer, San Jose State University

Tagged Divisions

Women in Engineering

instead of the actual articles; however, the articles must be current (within the past few years). Your references for this research exercise should be submitted to Dr. Backer by 9/28/06. 3. Write an essay that focuses on the following topic: identify the dynamics of ethnic, cultural, gender/sexual, age-based, class, regional, national, transnational, and global identities and the similarities, differences, linkages, and interactions between them. In this particular case, we are looking at the identities of women both as housewives and as paid workers. In your response, you should refer directly to your sources and give a comprehensive and integrative response. 4. Your

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Barbara Bogue, Pennsylvania State University; Kelly Rodgers, University of Missouri; Demei Shen, University of Missouri

Tagged Divisions

Women in Engineering

. Subscales1. Engineering career expectations (7 items, alpha = .84)2. Engineering self-efficacy I (5 items, alpha = .82)3. Engineering self-efficacy II (6 items, alpha = .82)4. Feeling of inclusion (4 items, alpha = .73)5. Efficacy in coping with difficulties (6 items, alpha = .78)6. Math outcomes efficacy (3 items, alpha = .84)Figure 1. LAESE subscales.Some sample items from the subscales are shown in Figure 2. Sample ItemsEngineering Self Efficacy I and II(All scales: strongly disagree (= 0), to strongly agree (= 6)) I can succeed in an engineering curriculum. I can succeed in an engineering curriculum while not having to give up participation in my outside interests (e.g. extra

Conference Session

Recruitment & Retention of Women II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donna Milgram, National Institute for Women in Trades, Technology & Sciences (IWITTS)

Tagged Divisions

Women in Engineering

entering the School of ComputerScience went from 7% to 42% in five years, after a two-year (extended to four year) combinationproject and program made a series of institutional changes. A few of the Carnegie Melloninterventions included adding real-world examples to computer science curriculum, offering pre-entry summer bridge courses, creating four alternative paths into the program, professionaldevelopment for faculty, and creating support networks between female undergraduates,graduate students, and faculty5. New Mexico State University concentrated on one strategy—offering retention training to STEM faculty—which helped to improve both retention rates andgrades of female students6. The downside to this integrative and institutional-change

Conference Session

Women in Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Juebei Chen, Shanghai Jiaotong University; Jiabin Zhu, Shanghai Jiao Tong University; Tianyi Zheng, Shanghai Jiao Tong University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

perceived group roles in the context of first-year engineering courses, weexplored female students’ learning experience in a group project setting in this work-in-progress using Benne and Sheats’ functional roles model. Based on our qualitativedata, we found that female students performed a range of roles in the group project. Inthe dimension of task roles, female students usually took the roles of assistants, opiniongiver, coordinators and initiator-managers. In the dimension of social roles, femalesserved as harmonizers, followers or gatekeepers. As to the dimension of individual roles,some female students self-reported the feeling of being an outsider in working with aproject group. Suggestions were proposed to promote engineering curriculum

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Kay Camarillo P.E., University of the Pacific; Eileen Kogl Camfield, University of California at Merced

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

” group, led by the secondauthor. The group provided a forum for brainstorming ideas and the course provided a platformfor testing these strategies. Four recommendations evolved from this effort: 1.) Education onteam function and bias in team dynamics is helpful. 2.) Teamwork skills and strategies forcollaboration and conflict resolution need to be taught. 3.) Mentoring and engaging withstudents is an important aspect of the process and can be enhanced to better serve women. 4.)Reflection and self-assessment exercises can be integrated to build self-efficacy and confidencein students. Assessment was done using data collected from mid-term evaluations, peerevaluations, self-assessment exercises, input from industry judges, and teaching evaluations

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Saejin Kwak Tanguay, University of Washington; Joyce Yen, University of Washington; Julie Simmons Ivy, North Carolina State University; Cara Margherio, University of Washington; Eve A. Riskin, University of Washington; Christine S. Grant, North Carolina State University; M. Claire Horner-Devine, University of Washington and Counterspace Consulting

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

interaction groups ofthinkers who have identified a social problem, analyzed its sources, and devised a solution”(p.22).”30 Coherent groups are the intellectual arm of social movements, yet there is littlescholarship on how they operate to produce new scientific knowledge and cultural change inscientific institutions.30 This paper addresses this gap in knowledge. Further, we also add to thisbody of scholarship by providing an intersectional analysis of collaboration across not justscientific disciplines but also across social identities such as race/ethnicity, gender, andsexuality.Furthermore, scholars from a range of social sciences highlight the important role of emotions inscientific knowledge production.2, 34, 30, 34 Integrating science and

Conference Session

Issues of Outreach and Interest in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

Paper ID #8102Equipping an Army of Ambassadors: A Workshop Model for a STEM Ca-reer Speaker’s BureauMs. Meagan C Pollock, Purdue University, West Lafayette Meagan Pollock is a Doctoral Candidate at the School of Engineering Education, Purdue University, and is a recipient of a National Science Foundation Graduate Research Fellowship. She received a B.S. in Computer Science from Texas Woman’s University, and a M.S. in Electrical Engineering from Texas Tech University. Prior to beginning her doctoral studies, she worked as a engineer for Texas Instruments

Conference Session

Women in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Lysbeth Henderson, West Virginia University; Karen E Rambo-Hernandez, West Virginia University ; Christina Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #19498What is the Relationship between Mindset and Engineering Identity for FirstYear Male and Female Students? An Exploratory Longitudinal StudyMs. Heather Lysbeth Henderson, West Virginia University With a background in English, philosophy, science, and all levels of education, Heather is currently a doc- toral student in curriculum and instruction and educational psychology. She is interested in psychological barriers affecting retention and success for students. Having been raised by an engineer, this project is close to her heart.Dr. Karen E Rambo-Hernandez, West Virginia University Karen E. Rambo-Hernandez

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rosalyn S. Hobson, Virginia Commonwealth University; Cindy Jong, University of Kentucky; Donna Joy Dockery; Mary Hermann, Virginia Commonwealth University; Teresa Jones Carter, Virginia Commonwealth University

Tagged Divisions

Women in Engineering

Paper ID #6084Pilot Study: An Exploration of the Experiences that Influence Women’s In-terest, Pursuit, and Continued Involvement in STEM CareersDr. Rosalyn S. Hobson, Virginia Commonwealth University Dr. Rosalyn Hobson Hargraves has been at Virginia Commonwealth University since 1996. Dr. Hobson holds a joint appointment in the Schools of Engineering and Education where she is Associate Professor of Electrical and Computer Engineering and Associate Professor of Teaching and Learning. She received her B.S., M.S., and Ph.D. degrees in Electrical Engineering from the University of Virginia. Her research interests are K-16

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christina L. Carmen, University of Alabama, Huntsville; Deborah Lynn Fraley, Women in Defense, TN Valley Chapter

Tagged Divisions

Women in Engineering

point of contact for the UAH students regarding product requirements,ergonomics, safety, and curriculum requirements, to name a few. In addition, numerous otherwomen provide supporting roles via WID fundraising, and acting as CDC design reviewers andmentors.BackgroundIn 2009, the WID TVC decided to take an active role in supporting primary and secondaryeducational needs via the donation of STEM tools to K-12 schools. Since WID is a US defenseaffiliated organization, the effort was specifically targeted towards encouraging young people topursue careers in US national defense and national security in order to, eventually, replace theaging DoD workforce. WID TVC realized that the aging technical workforce in the Huntsville,Alabama (AL) area

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mara R. London, Gonzaga University; Jillian Rae Cadwell, Gonzaga University; Alexander Maxwell, Clarkson University

Tagged Divisions

Women in Engineering

engineeringIntroductionMultiple studies have documented that women value career paths that incorporate a clear socialpurpose and provide opportunities to help others1,2. Furthermore, studies have shown that thegeneral public does not view engineering as a discipline that plays a viable role in solving theproblems of society2,3.Currently, recruitment and retention of women pursing engineering degrees at GonzagaUniversity is in accord with the national average. Described here are efforts to recruit, retain, andattract additional female students through the on-going development of an independentengineering study abroad program in Africa that integrates engineering and social justiceprojects. The motivation to focus on a study abroad program as a recruitment and retention

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

One of our largest recruitment tools is the Extreme Information Technology (IT) Day which is an annual event sponsored by the university. The Extreme IT Day event has been held since 2010. Since its inception, more than 1,400 high school students have attended Extreme IT Day. The mission of this event is to develop skills and promote career opportunities in mainframe technologies, integrated IT systems, and cloud computing technologies. The event brings together educators, industry partners, and approximately 400 highly motivated high school and college students annually from the southeastern United States for a day of fun and innovation. Industry partners help set goals and expectations for students and serve on our School of

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 Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristina Rigden, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona; Nicole Gutzke, Cal Poly Pomona

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

enable students to discuss their Wearable Technology projectand think about how to program the project so it will be successful.Project-Based Learning The Femineer® Program encourages students to engage with the curriculum in a hands-oncapacity. Hands-on learning helps students process abstract concepts while connecting them to thedesired educational outcomes [6]. Using a hands-on approach can help foster 21st century skillsand enhance student achievement [7]. Hands-on learning is an integral part of the Femineer®Program. The Femineer® curriculum is based upon a 30-hour project that students completethroughout the year. With project-based learning, the instructional approach empowers students towork collaboratively to solve a complex