Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna M. Zajicek, University of Arkansas; Shauna A. Morimoto, University of Arkansas; Aparna S. Terdalkar, University of Arkansas; Valerie H. Hunt, University of Arkansas; Joseph J. Rencis, University of Arkansas; Rodica Lisnic, University of Arkansas

Tagged Divisions

Women in Engineering

of the Cohort 1 institutions, the University of Colorado at Boulder represents themost interesting case. Similar to UW, the University of Colorado at Boulder had recruitmentefforts in place before they received the ADVANCE grant, but in contrast to other strongperformers, its ADVANCE program did not contain any comprehensive set of recruitmentinitiatives. Specifically, in 2001, Colorado reported on the efforts of their Faculty Recruitmentand Retention task force (http://www.colorado.edu/academicaffairs/fac_recruit/findings4.html).Further, in 2003, Colorado’s engineering college implemented a Strategic Plan for Excellence,which included efforts to “hire outstanding and diverse candidates through targeted recruitment,competitive salaries and

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M Frehill, National Action Council for Minorities in Engineering

Tagged Divisions

Women in Engineering

soonas possible, J. Stanford Smith, a Vice President of General Electric in 1972 stated the logicbehind this need succinctly: [I]t takes fifteen to twenty-five years for people to rise to top leadership positions in industry. So if industry is getting one percent minority engineers in 1972, that means that in 1990, that’s about the proportion that will emerge from the competition to the top leadership positions in industry….(J. Stanford Smith, Page 22.1085.6 speech at Engineering Education Conference, June 25, 1972, quoted in The Planning Commission for Expanding Minority Opportunities in Engineering

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology; Ann Marie Blasick, Georgia Institute of Technology

Tagged Divisions

Women in Engineering

at least one D, F or W – all have a tendency to delay graduation, though the effect is much more pronounced for men than for women.Future work includes looking at additional behaviors of interest: students involved in the Greek system or other similar organizations on campus that take a lot of time outside of class, the influence of co-op semesters and internships, the influence of undergraduate research, living in on-campus housing or not, changing majors and/or Colleges.We also plan to look at ethnicity and race, and whether URMs also exhibit the same behavior aswomen and white men (we suspect that is not the case). We also plan to conduct interviews, bothone-on-one and in focus groups, to better uncover the rationales

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington

Tagged Divisions

Women in Engineering

students on both current work and future plans. These Page 23.1058.12connections not only provided female stayers with professionals to turn to for information andsupport, but also connections they could tap in the future when seeking employment. In other   words, these experiences helped them develop the kind of social capital that could be particularlyhelpful in their future engineering pursuits.2 In fact, some stayers reported that they had alreadysecured a job (i.e. post-graduation or additional internship or co-op) as a result of their

Conference Session

Women in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kali Lynn Morgan, Georgia Institute of Technology; Adrianna Bernardo; Todd M. Fernandez, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, vol. 55, no. 1, pp. 22–45, 2006.17. K. Krippendorff, “Content analysis,” in International Encyclopedia of Communication, vol. 1, E. Barnouw, G. Gerbner, W. Schramm, T. L. Worth, & L. Gross Eds., New York: Oxford University Press, 1989, pp. 403-407.18. M. Bengtsson, “How to plan and perform a qualitative study using content analysis,” NursingPlus Open, vol. 2, pp. 8–14, 2016.19. S. Weir and M. Fine-Davis, “‘Dumb Blonde’ and ‘Tempermental Redhead’: The Effect of Hair Colour on Some Attributed Personality Characteristics of Women,” Irish Journal of Psychology, vol. 10, no. 1, pp. 11-19, 1989.20. K. E. Wohlwend, “The boys who would be princesses: Playing with gender identity intertexts in Disney Princess transmedia,” Gender

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Drankoff, University of Dayton; Sandra L. Furterer, University of Dayton; Elizabeth Hart, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

listthroughout their first few weeks on campus and can be added at any time throughout the year.They also can choose to be a board member for the WISE program that plan all the events. Thefirst-year female WISE students can additionally choose to be in the WISE mentoring program.However, to have any involvement in WISE, the students must be a female WISE major. The WISE mentoring program is operated by a graduate engineering student. Thegraduate student recruits mentors and mentees by contacting upper classmen and first yearstudents that are on the WISE email list. Everyone that signs up fills out a survey that asks abouttheir major, hobbies, and interests. The graduate student then pairs up the students to make amentor pair based off of their

Conference Session

Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM

Collection

2016 ASEE Annual Conference & Exposition

Authors

Deborah Ilana Karpman, University of California San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Women in Engineering

Paper ID #14763Leaning into Engineering: Tenured Women Faculty and the Policies and Pro-grams that Support ThemDr. Deborah Ilana Karpman, University of California San Diego Deborah Karpman currently works as an administrator at the University of California San Diego in the Office of Research Affairs coordinating limited submission opportunities. Prior to that, she directed the planning and coordination of efforts to increase the external recognition of faculty in the Viterbi School of Engineering at the University of Southern California. Her dissertation (UCLA, 2015), ”Leaning into Engineering: Tenured Women Faculty and

Conference Session

Climate Issues for Women Students

Collection

2007 Annual Conference & Exposition

Authors

Sheryl Duggins, Southern Polytechnic State University

Tagged Divisions

Women in Engineering

. &Margolis, J. (June 2002) “Unlocking The Clubhouse: The Carnegie Mellon Experience” InroadsSIGCSE Bulletin, Women In Computing 34(2) pg 79-8323. Ibid pg8124. Frieze, C. & Blum, L. “Building an Effective Computer Science Student Organization: The Carnegie MellonWomen@SCS Action Plan, Inroads SIGCSE Bulletin, Women In Computing 34(2) pg 74-7825. Cuny, J. & Aspray, W. (2000) “ Recruitment and Retention of Women Graduate Students in Computer Scienceand Engineering” Reports of a Workshop, Organized by the Computing Research Association’s Committee on thestatus of Women in Computing Research26. Duggins, S. (2002) “Issues Surrounding Recruitment and Retention of Women in Computer Science” PanelPresentation, 2002 American Society for

Conference Session

At The Institutional Level

Collection

2008 Annual Conference & Exposition

Authors

Judy Loveless-Morris, University of Washington; Priti Mody-Pan; Robert Embrey, Highline Community College; Kali Kuwada, Seattle Central Community College; Marisela Mendoza, Columbia Basin College; Robert Olsen, Washington State University; Eve Riskin, University of Washington

Tagged Divisions

Women in Engineering

initialdevelopment phase of NW-ETEP in order to determine the most appropriate evaluation strategiesand to explore the most productive ways to embed these activities into the work plan from thebeginning. This long term involvement has helped build relationships between the sitecoordinators and evaluation team which makes the assessment process operate smoothly withless suspicion and distrust. Additionally, keeping the evaluator informed of changes in programdirection helps to make the assessment more effective since the recommendations can be moretargeted to current programming elements. A challenge to this process, however, is that theevaluator should still remain objective in order not to interpret data too creatively in favor ofpositive outcomes. The

Conference Session

Focus on High School Girls in Engineering

Collection

2008 Annual Conference & Exposition

Authors

Mary Brake, Eastern Michigan University; Kaninka Bhatnagar, Eastern Michigan University

Tagged Divisions

Women in Engineering

girls. Both boys and girls indicated that their schoolswere giving somewhat gender biased messages in providing more support for boys toconsider technology majors but to a lesser extent than has been reported in the lastdecade.IntroductionA gender imbalance, favoring males has consistently been reported in the choice of engineeringand engineering technology majors in college.1,2 In recent years there has been a sharp decline inthe percentage of high school seniors and college freshmen who plan on majoring in engineering.From 8.6% in 1992, the numbers have plunged to 5.3% in 2003.3 In the academic year 2005 –2006 19.3% of the undergraduate engineering majors were women4 and only 10.4% of theengineering technology (ET) were women.5 But more than

Conference Session

Trends in Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Lynette Osborne, The George Washington University

Tagged Divisions

Women in Engineering

culture was an unexpected, yet integral,finding of Holland and Eisenhart’s study (1990). They sought to understand why so few womenentered science, mathematics and engineering majors (SME) in college. The researchersconducted a longitudinal ethnographic study at two southern colleges, a predominantly blackuniversity, Bradford, and a predominantly white university, Southern University (bothpseudonyms) to examine why women tended to shy away from majors and occupations that areseen as traditionally male. Holland and Eisenhart studied 23 college women as they traversedthe complexities of undergraduate life. All the women in the sample were identified as highachievers at the inception of the study. About half the women planned to major in fields such

Conference Session

Mentoring

Collection

2008 Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Anakaorn Khan, North Dakota State University; David Wells, North Dakota State University

Tagged Divisions

Women in Engineering

programming a vehicle they buildwith Legos to follow a path. They also use software on the internet to design a bridge. In one ofthe hands-on activities, girls use a computer to design their own pendants and watch them Page 13.888.5actually being made by a Computer Numerical Control machine in NDSU’s manufacturingprocesses lab. The pendants serve as a reminder to the participants as to what they learned withthe hope that it will have an influence on them in the future as they start making plans for theirown careers. In one of the field trips, the participants tour a local manufacturing company to seehow engineering translates into manufacturing. They

Conference Session

Attitudes, Self-Confidence, and Self-Efficacy of Women Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Carmen Villa, Texas A&M University; Carolyn Clark, Texas A&M University; Jennifer Sandlin, Arizona State University

Tagged Divisions

Women in Engineering

. Strauss, A. & Corbin, J. (1998). Basics of qualitative research: techniques and procedures for developing grounded theory. (2nd ed). Thousand Oaks:Sage.19. Creswell, J. C. (2002). Educational research. Planning, conducting, and evaluating quantitative and qualitative research. NJ: Pearson Education.20. Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco:Jossey- Bass.21. Villa, C. G. (2008). The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico. Unpublished doctoral dissertation, Texas A&M University, College Station, TX.22. Duncan, J. & Zeng Y. (2006). Women: Support factors and persistence in engineering. National Center

Conference Session

Panel: Forming an Interdisciplinary Research Collaboration

Collection

2009 Annual Conference & Exposition

Authors

Julie Mills, University of South Australia; Judith Gill, University of South Australia; Suzanne Franzway, University of South Australia; Rhonda Sharp, University of South Australia

Tagged Divisions

Women in Engineering

stage that the realityof a feminist multidisciplinary collaboration is most apparent. The language and concepts that weuse have to be shared and interpreted at the same time as we are seeking to push the boundariesof the analysis of the research problem itself. Our discussions and analysis are also shaped by ourneed to be aware of the different audiences for our work. We share our knowledge andunderstandings in order to position our work in relation to funding bodies, academic orprofessional engineers, our own professional conferences, national and international journals.Negotiating knowledgesWe want to stress that collaborative approaches require a considerable investment of time.Agreements must be forged over the initial planning, the written

Conference Session

Climate Issues for Women Students

Collection

2006 Annual Conference & Exposition

Authors

Rose Mary Cordova-Wentling, University of Illinois-Urbana Champaign; Cristina Camacho, University of Illinois-Urbana Champaign

Tagged Divisions

Women in Engineering

%); and Less than high school,2 (2%).Of the 89 study participants, 67 (75%) indicated that they would choose engineering as a major,if they could choose their major again; 18 (20%) indicated that they would not chooseengineering as a major, if they could choose their major again; and 4 (5%) indicated they wereunsure. Of the 89 study participants, 18 (20%) were very satisfied with their overall experiencein their undergraduate engineering program; 58 (65%) were satisfied; 10 (11%) were neithersatisfied nor dissatisfied; 3 (3%) were dissatisfied, and none were very dissatisfied. The studyparticipants’ plans after graduation included: Having accepted a job and were going to beworking in a job related to engineering, 36 (40%); Attending graduate

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin Andreasen, University of Delaware; Heather Walling Doty, University of Delaware; L. Pamela Cook, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

STEMundergraduate population from ~2,500 to ~3,500 students, and a doubling of graduateenrollments institution-wide. This could benefit ADVANCE, for example, if it results inincreased STEM hiring. One challenge that we foresee relates to changes in the university'sbudget model. These changes are coming at a time when we are planning our institutionalizationstructure. Questions that need to be addressed are: where will UD-ADVANCE be housed at theend of the grant; what will be its primary responsibilities; how will it be funded? We areaddressing this challenge via communication with all interested parties – including the president,provost's office, and the deans. We are working with these groups to clarify our programmaticstrengths and also to delineate what

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christina K. Lam , Arizona State University; Samantha N. Cruz, Arizona State University; Nadia N. Kellam, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

that the makerspace allowed for more meaningfulengineering experiences than those of the classroom. They appreciated the opportunity to accesssuch diverse resources. Having the autonomy to create and utilize the skills that these studentshave learned thus far not only helped foster confidence in their engineering identity but alsohelped solidify their future career plans. Melissa, a first-year electrical engineering student,described how her university makerspace has helped her conceptualize her future. “Themakerspace really lets you get a taste of what it really could be like in the workforce. It’s a goodway to make sure you know what you want to do.”The makerspace also allowed for students to take ownership of their projects and see their

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

Compared to Men: Lack of Mathematical Confidence a Potential Culprit.,” PLoS One, vol. 11, no. 7, p. e0157447, 2016.[29] J. Wang, H. Hong, J. Ravitz, and M. Ivory, “Gender differences in factors influencing pursuit of computer science and related fields,” in Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 2015, vol. 2015–June, pp. 117–122.AppendixBelow please find question in the survey which studied for the purpose of this study.Q. (field plans). “Mark all that apply.”Which of the following options best describe what field(s) you wanted to pursue?q6ms… = desired field in middle schoolq6bhs… = desired field at the beginning of high schoolq6ehs… = desired field at the end of high schoolq6col

Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chloe Wiggins, Designing Education Lab; Sheri Sheppard, Stanford University; Shannon Katherine Gilmartin, SKG Analysis; Benedikt von Unold, Stanford University; Tua A. Björklund, Aalto University Design Factory; Michael Arruza Cruz

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

related concepts for innovation within thetranscripts, but those in self-described innovative position had “success” as the fifth most relatedconcept, whereas those in non-innovative positions had “initiative”. Indeed, limited opportunitiesand negative experiences were more commonly reported by those in self-described non-innovative positions, and those self-described innovative positions were more likely to reportsatisfaction and plans for continuing on their current career path. Clearly, automated assessment cannot substitute human qualitative judgement in itscurrent form. However, due to the ease and speed of ranking compared to the lengthy and labor-intensive process of manual qualitative content coding, related concepts can be

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Roberta Rincon, Society of Women Engineers; Rachel M. Korn, University of California, Hastings College of the Law; Joan Chalmers Williams, University of California, Hastings College of the Law

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Engineering from The University of Texas at Austin, an MBA and an M.S. in Information Management from Arizona State University, and a Ph.D. in Educational Policy and Planning from UT Austin.Dr. Rachel M. Korn, University of California, Hastings College of the Law Rachel Korn is the Director of Research at the Center for WorkLife Law, a research and advocacy organi- zation at UC Hastings College of the Law that seeks to advance gender and racial equity in the workplace and in higher education. Rachel is a Social Psychologist with a background in quantitative research meth- ods and survey design. Her research at the Center has primarily focused on studying the correlates and consequences of gender, racial, and class bias in

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Janet Callahan, Boise State University; Amy J Moll, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

camp.1 In designing the camp, theneeds and interests of teenage girls were identified first. Our planning team identified these topthree factors: 1) they (teenage girls) had little contact with women in engineering fields, 2) theyare flocking to professions where they feel they can make meaningful contributions to society,medicine, justice, and prosperity, and 3) they do not want to work in a cubicle, isolated fromother people. Taking into account the general needs and interests, four message themes weredeveloped as guiding principles: 1) Engineers help the world, 2) Engineers think creatively, 3)Engineers enjoy working with others, and 4) Engineers earn a good living. Finally, methods toachieve the messages were selected that included

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

selected engineering at 5-10 times the rate oftypical students8. Though this report concluded women were not well-represented, they expectedthe implementation of Biomedical Engineering PLTW courses would attract females at highernumbers, thereby increasing the participation of women in engineering university programs.This study also found that 80% of PLTW students planned to go to college, compared to 63% oftheir peers. Further, 90% indicated they knew what they wanted to major in because of theirPLTW experience and 80% indicated their PLTW experience would significantly assist theirsuccess in their postsecondary education8. This comprehensive report suggests further evidencePLTW increases the quantity, quality and diversity of engineering

Conference Session

Women in Engineering Division Technical Session - Strategies Beyond the Classroom to Tackle Gender Issues

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

stand out that affected your choice to pursue engineering? This program? 18. Do you think being a woman will help your hinder your career as an engineer? Why? 19. Are male and female engineers equally rewarded for the same work?” 20. Do you think there are preconceived expectations of your performance because you are a woman? If yes, can you think of an example? 21. Do you feel you have to prove yourself as a woman? 22. Do you think female students are taken less seriously? 23. Do you feel like you’re going to be equally compensated? 24. As a female, do you feel that it hurts you’re chances of being an engineering/having an engineering future? 25. Do you plan on going to graduate school, working in

Conference Session

Women in Engineering Division Technical Session - Development Opportunities for Diverse Engineering Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allie Copeland, Texas A&M University; Malini Natarajarathinam, Texas A&M University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

. Women discussedstereotypes at additional length in the open comments section of the survey.4. ConclusionsBased on the survey data we have concluded that the Industrial Distribution climate is overallpositive for both male and female participants. This is based on the fact that the majority ofrespondents reported satisfaction and did not report instances of gender stereotyping, internaldiscrimination, or internal harassment.Despite this positive climate however, the research has shown evidence that a glass ceiling ispresent for women in the industry. Additionally, men are less likely to acknowledge theexistence of this glass ceiling indicating that firms could benefit from succession planning,training, and consideration for women in the industry

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Stephen J Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

explanations for this imbalance, including female STEM facultymembers’ willingness to dedicate time to planning more extensive student-centered instructionbecause they see it as more valuable than do male faculty members [20], [21]. Further, studentsmay reach out to their female professors more than their male professors for assistance [22]. Insum, female professors typically spend more time on teaching and advising duties than maleprofessors [6], [23].The aforementioned research generally discloses that female STEM faculty members are lessoften found in leadership positions; may not be receiving equivalent resources, networking, orencouragement to complete research; and are typically spending more time teaching and advisingstudents. Less known is the

Conference Session

K-12 Programs (Co-sponsored by K-12 Division)

Collection

2007 Annual Conference & Exposition

Authors

Carol Stwalley, Purdue University

Tagged Divisions

Women in Engineering

major challenge of thismethod is providing consent from the parent and child.A significant difference of the presented results between now and what would have been seen adecade ago, is that boys and girls are both most interested in the major category of electronicsand are consistently not interested in household items. This should help individuals plan for whattechnical information can be highlighted in the elementary arena which will excite girls and stillhold interest to the boys within the classroom.AcknowledgmentsThe author would like to acknowledge the Flour Corporation for funding this research. Manythanks also go to Samia Twainy, an undergraduate in the School of Mechanical Engineering, fortransferring all the data from the surveys into

Conference Session

Retaining Women Engineering Students

Collection

2010 Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Margaret Bailey, Rochester Institute of Technology; Carol Burger, Virginia Tech; Jerry Hamann, University of Wyoming; Joe Raelin, Northeastern University; David Whitman, University of Wyoming

Tagged Divisions

Women in Engineering

the impact of contextual support, and the future plans of this ongoingstudy of pathways to retention among undergraduate women in engineering.BackgroundThe literatures from the fields of women in engineering and self-efficacy have established theimportance of efficacy in the persistence and satisfaction of young women pursuing engineeringcareers. Women continue to be underrepresented in engineering, earning only 19.3% ofbachelor’s degrees in engineering in 20071 (having peaked at 20.6% in 20002) and holding only11% of engineering positions.3 Although they are as academically prepared and as academicallysuccessful as men, women lag behind men in academic satisfaction, academy self-efficacy, andself-esteem.4 Traditional assumptions about career

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University

Tagged Divisions

Women in Engineering

collect baseline data duringthe first year. They focused on evaluation planning efforts during the first year of the grant;findings from a survey and interviews administered to college faculty and administrators; andinstitutional data related to the goals of the Program. During years two and three, a follow-upsurvey was administered to all college faculty (see Table 1 for completion rates), in addition tofaculty interviews (see Table 2 for completion rates) and collection of institutional data(faculty gender composition by rank, promotion, attrition, time in rank, grant applications andawards, publications, leadership positions, recruitment, awards and worklife policies overtime) related to the goals of the program. Note that project personnel

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa G. Bullard, North Carolina State University; Penny M. Knoll, Montana State University; Ann Saterbak, Rice University

Tagged Divisions

Women in Engineering

types of positions are needed in non-traditional academic subjects like constructionengineering because the students learn so much more from a person who has actually worked inthe field then they ever will from someone who has never been there. Construction is a hands-onexperience, and I believe that you must have actual field experience to succeed in teaching anall-male (99%) classroom. I plan on serving at least fifteen more years in my current position.”Faculty Member #3. The third faculty member is 43 years old and is a Professor in the Practicein the Bioengineering Department at Rice University. She graduated with a B.A. in ChemicalEngineering and Biochemistry in 1990 and a Ph.D. in Chemical Engineering in 1995. She joinedShell Development

Conference Session

Retaining Women Engineering Students

Collection

2010 Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology; Suzanne Brainard, University of Washington; Elizabeth Litzler, University of Washington

Tagged Divisions

Women in Engineering

not traditional engineering students to the field. Developing a more flexible,creative and socially connected curriculum is a necessary step to achieve this objective.However, non-traditional engineering students will only enroll and persist in the major if theculture of the engineering school provides a place where students want to learn, are inspired tolearn and have the opportunity to interact with faculty in a positive manner.Finally, the next steps of this project are for the participating institutions to complete aFramework for Action based on their individual PACE reports including findings andrecommendations. The PACE team plans to follow-up with each participating institution threetimes during the next year and a half to track their