Conference Session

Recruitment & Retention of Women I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew J Miller, University of Maryland; Robert Lent, University of Maryland, College Park; Paige E Smith, University of Maryland, College Park; Bevlee A. Watford, Virginia Tech; Gregory M. Wilkins, Morgan State University; Matthew M. Jezzi, University of Maryland; Kayi Hui, University of Maryland, College Park; Robert H Lim, University of Maryland, College Park; Nicole A Bryan, University of Maryland, College Park; Helena Mimi Martin, University of Maryland, College Park

Tagged Divisions

Women in Engineering

Conference Session

Recruitment & Retention of Women II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne Keilson, Loyola University, Maryland; Irah Modry-Caron, Loyola University, Maryland

Tagged Divisions

Women in Engineering

incoming students‟ educational goals and the major that they ultimately completed. For purposes of subgroup analysis, African-American, Asian/Pacific Islanders, Hispanic/Latinos are grouped together as “ALANA.” Also, all STEM undergraduate degree programs that are offered at the institution are grouped into four disciplinary categories as shown in Table 1 although the Computer Science degree should not properly be thought of as a technology degree and the speech pathology program is rather distinctive and separate from the other science programs in a number of ways. Table 1: Crosswalk between STEM Majors to STEM Disciplines Major STEM

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

engineering degrees have been uneven at the bachelor’s level,shown relative increases at the master’s level and a slow but steady increase at the doctoral levelas shown in Figure 1. Unlike many other areas of science, technology, engineering andmathematics (STEM), a bachelor’s degree rather than an advanced degree, is the principlecredential for entre to the engineering profession. Among students who earned a bachelor’sdegree between 2003 and 2006, Figure 1. U.S. Engineering Degrees 1979-2008median earnings for those whosecured employment upon Number of U.S. Engineering Degrees by Year and Level, 1979 - 2008graduation were $50,000, which is

Conference Session

Retaining and Developing Women Faculty in STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Purdue University; Patrice Marie Buzzanell, Purdue University, West Lafayette; Klod Kokini, Purdue University, West Lafayette; Robyn F Wilson, Purdue University; Jennifer C Batra, Purdue University ; Lindsey B. Anderson, Purdue University

Tagged Divisions

Women in Engineering

, there is a growing body of research on undergraduate mentoring. However,few studies explore faculty mentoring processes in academic settings and none describe howfaculty mentoring networks are enacted in ways that advantage and disadvantage particulargroup members such as women in engineering.44 Our research expands the current literature by studying not only women faculty members’mentoring relationships but also women engineers’ developmental mentoring networkconfigurations. Furthermore, we explore an underresearched mentoring process known asepisodic or spontaneous mentoring and mentoring moments.1 As such, we contribute to much-needed empirical research on women in STEM disciplines (science, technology, engineering, and

Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Women in Engineering

Abstract The low recruitment and high attrition rate of women in engineering is well documented.Women account for only twenty percent of the entering class cohort, and drop out at a rate tenpercent higher than their male counterparts.1 Although in the past twenty years women havemade inroads into many fields that were male-dominated, women have made little or no progressin engineering.1 This paper has three goals. First, this paper will review existing literature that identifiescurrent and alternative theories about why engineering programs do not retain female students.Second, this paper will synthesize motivational psychology research into a best-practice modelfor engineering programs. Last, we hypothesize that photovoltaic

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

Choosing The Road Less Traveled – Ten Years LaterAbstractIn 2002 the authors made a presentation at ASEE entitled, “Choosing the Road Less Traveled:Alternatives to the Tenure Track.”1 Three engineering educators with less than three years ofexperience related how their interests, priorities, and family situations led them to seek out non-tenure track faculty positions. From their perspective as new faculty, they candidly discussed thebenefits as well as the drawbacks of the paths they had taken. The original presentationconcluded by saying, “At this point the biggest unknown is the long-term satisfaction in andevolution of their non-traditional academic roles.”Ten years later, all three remain at their original institutions, and their careers and

Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra Woods, Colorado State University; Kathleen Baumgardner, Colorado State University; Lahoma Jayne Howard, Colorado State University

Tagged Divisions

Women in Engineering

ambassador program focused on quality contacts withprospective students. As a result, undergraduate enrollments increased from 1,463 in Fall 2007 to1,866 in Fall 2011, a factor of 1.28 increase. At the same time, the number of women in thefreshman class increased by a factor of 2.04 and the total undergraduate female enrollmentincreased by a factor of 1.63. As a result the representation of women in our undergraduateprogram increased from a low of 14.6% in Fall 2007 (below the national average) to 18.6% inFall 2011.IntroductionThe representation of women in undergraduate engineering programs nationally increased from17.5% in Fall 2005 to 18.6% in Fall 2010 [1 – 6] (Figure 1). At Colorado State University, therepresentation of women in undergraduate

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marcia Gumpertz, North Carolina State University

Tagged Divisions

Women in Engineering

it - unconscious bias,hidden bias, unrecognized bias, implicit bias, schemas or non-conscious expectations. If we’rehonest with ourselves we’ll recognize that we all have various “records” in our heads ofinvoluntary associations, thoughts, and stereotypes. What the research points out is the enormouscumulative and concrete impact of these involuntary associations. The approach of theDeveloping Diverse Departments project is to educate a wider and wider circle of faculty anduniversity leaders about the potent effects of unconscious bias on the composition and climate ofthe university.To summarize, the two guiding principles undergirding the D3 project are: 1. Having women in leadership positions and in senior faculty roles within the

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Corey Schimpf, Purdue University, West Lafayette; Marisol Mercado Santiago, Purdue University, West Lafayette; Alice L. Pawley, Purdue University

Tagged Divisions

Women in Engineering

research efforts that look this parental leave policy, we explore twonew emerging themes: 1) how do faculty come to access and understand the parental leave policyand 2) who contributes to the actual affordances of leave a faculty member receives, and how arethose affordances negotiated? To answer these questions we analyze on 8 interviews (with 9interviewees total) from STEM faculty members, department chairs and policy administrators.We also draw on the concepts of organizational roles and networks within organizations tounderstand the dynamics of access and definition of the policy at the university.We find that, given the limitations of formal modes of accessing the policy, informal accessnetworks can supplement access to the policy. We also

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke University, Leuven; Kathleen Geraedts, Katholieke University, Leuven

Tagged Divisions

Women in Engineering

and motivation of the first year engineeringstudents were measured in relation to gender. Furthermore, because it was hypothesized thatboth aforementioned characteristics have an influence on the academic achievement2,3, thestudents’ study time and grades were compared with the gathered data.2. Materials and methodsSubjectsFor this study, data was gathered during two subsequent academic years: 2009 – 2010 and2010 – 2011. All participants were first year engineering students. Table 1 gives an overviewof the number of students that participated and their gender distribution. Table 1: Overview of the number of participants and their gender. Academic year Total number of Number of female Percentage of

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Women in Engineering

above essential for success in an engineering career.According to the National Science Foundation5 in 2009 only 11 percent of practicing engineersare women, as compared to the 17.8 percent of women graduating with undergraduateengineering degrees. While the number of engineering degrees awarded since 2000 hasincreased from 59,497 to 69,895 in 2008 very nearly all of this increase went to male students, assuch the number of females earning undergraduate engineering degrees has dropped two percent;Figure 1 documents this negative trend. There has been an equal percentage increase in thenumber of women pursuing graduate degrees in engineering, Figure 2 shows this increase.Published reports call for contextualized, hands-on, collaborative learning

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

advising experiences inthe doctoral program. The online survey was administered in January 2010 to current studentsand to doctorates who graduated between 2003 and 2009. Of the 640 individuals invited toparticipate, 370 individuals completed the survey resulting in a 58% response rate.Table 1 summarizes the characteristics of the respondents versus non-respondents. There is nostatistically significant difference between survey respondents and non-respondents on GREverbal score, GRE quantitative score, proportion of U.S. citizens, age at the start of the doctoralprogram, or in the proportion of non-white U.S. citizens. The non-white U.S. citizen variableincludes American Indian, Asian American, African American, Hispanic, and multiculturalstudents

Conference Session

Undergraduate Recruitment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University

Tagged Divisions

Women in Engineering

post-secondary education at acommunity college. A CC offers small classes, lower tuition, and a short commute from home tosave money on housing. A larger proportion of women and underrepresented minority studentsattend two-year colleges than four-year colleges. There are three basic steps for the process of aCC student to become an engineer: (1) having engineering and computer science on their radaras a good decision for their major, (2) the successful transfer to a four year college or university,and (3) the successful college or university retention to graduation.The base setting for this paper is Arizona State University (ASU), a Carnegie Research IUniversity and the largest public university in the nation with 72,254 students. The Ira A

Conference Session

Retention of Women Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Women in Engineering

students’ academicperformance is similar to other majors. Engineering students are engaged within theirclassrooms, and with faculty and other students at the same level as other majors. All students,regardless of their major, become less engaged as they progress through their degree program.Students who switch majors tend to disengage earlier than persisters19.Litzler and Young used latent class analysis on the PACE data collected in 2008 to identify threeclasses of students: (1) committed, (2) committed with ambivalence, and (3) at-risk of attrition.Their analysis shows that as GPA increases, respondents are less likely to be in the “committedwith ambivalence” and “at-risk of attrition” groups. However, an extended model shows theopposite: among

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Women in Engineering

S facultty. The gendder compositiion of STEM M departments d aat SU for thee most part aare below national n levell statistics w with women cconcentratedd in fields fi of studdy relating too health, life sciences, annd communicatiion (Chart 1)). Despite thhe grassroots Chart 1: S&E S Faculty by

Conference Session

Potpouri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University of Beirut

Tagged Divisions

Women in Engineering

systems in the Middle East where higher educationinstitutions constitute a prosperous source of fresh engineers for the Gulf region and it isregarded as an engineering educational center in the Middle East7, 8. The enrollment offemale in the engineering program in Lebanon9 between 2005 and 2010 fluctuatedbetween 15.2% and 18.2% with a mean of 16.5 as shown in Table 1. Female Male Total %Female 2009-2010 2087 9356 11443 18.2 2008-2009 1753 8223 9976 17.5 2007-2008 1426 7751 9177 15.5 2006-2007 1230 6873 8103 15.2 2005-2006 1259

Conference Session

Retention of Women Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sriram Sundararajan, Iowa State University; Theodore J. Heindel, Iowa State University; Baskar Ganapathysubramanian, Iowa State University; Shankar Subramaniam, Iowa State University

Tagged Divisions

Women in Engineering

peersand with faculty as a major attraction of the program. The department has also set up WiMEscholarships to prospective high school students to enhance recruitment and also employspersonalized phone calls from the department chair to all women applicants to highlight theprogram. Since the launch of the WiME program the women enrollment in the ME program hasincreased from 76 to 128 women (7.0% to 10%).1. IntroductionWith the changing demographics of the nation and state of the engineering workforce, theunderrepresentation of women among engineering undergraduates and the subsequent lack offemales in the workforce is a subject of national concern1-3. Studies show that about 20% ofengineering baccalaureate degrees are awarded to women, which is

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Sue Guenter-Schlesinger, Western Washington University

Tagged Divisions

Women in Engineering

almost 15,000 students through our 160 plus programs ofstudy. Although approximately 94 % of our students are undergraduates, Western is also hometo several outstanding masters-level graduate programs within the CST. The student-to-facultyratio is 21:1, and the retention rate for the second year is relatively high at 84%. This academicyear Western admitted 2700 freshman and 1300 new transfer students. The academic units ofthe University consist of seven colleges and the Graduate School. The Principal Investigators(PIs) on our ADVANCE Catalyst program were: the Dean and the Associate Dean of the CSTand the Vice Provost for Equal Opportunity and Employment Diversity.Western’s Equal Opportunity (EO) Office assists faculty, staff and students by

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pamela S. Frinzi, Southern Polytechnic State University; Rebecca Hudson Rutherfoord, Southern Polytechnic State University

Tagged Divisions

Women in Engineering

introduce our female faculty to the skills and criterianecessary to become a leader.This paper will focus on content development, participant selection, and the topical informationto be included in the program. The program was developed by the faculty that attended thecertificate program. Participants were selected based on how the program could potentiallybenefit them as seeking leadership positions on campus. For our first offering of the program,we are focusing on six major topics. 1. Personal Branding – helping female faculty determine their personal brand and making it work for them. 2. Life Balance – how female faculty can balance the workload of their job while also being wife, mother, daughter, sister, etc. 3

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carol E. Marchetti, Rochester Institute of Technology; Margaret B. Bailey, Rochester Institute of Technology; Stefi Alison Baum, Rochester Institute of Technology; Sharon Patricia Mason, Rochester Institute of Technology; Maureen S. Valentine, Rochester Institute of Technology

Tagged Divisions

Women in Engineering

satisfaction with one’s position at the university.This paper is the second in a series that examines data from this study. Paper 1 [1] reported onthe distribution of RIT STEM faculty, outcomes of institutional processes of recruitment andadvancement, distribution of STEM faculty in leadership positions, allocation of resources forSTEM faculty, barriers to the recruitment and advancement of women, success of existingstructures at addressing these barriers, accomplishments over the grant period, and plans forinstitutionalizing various initiatives. This paper focuses on distillation of climate survey data toobtain useful and meaningful measures related to work/life balance, climate, value and influence.The paper also explores answers to the following

Conference Session

Potpouri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heidi Reeder, Boise State University; Patricia A. Pyke, Boise State University; Lynn Lubamersky, Boise State University; Seung Youn Chyung, Boise State University; Cheryl B. Schrader, Missouri University of Science and Technology

Tagged Divisions

Women in Engineering

discussed, along with suggestions for educators on how tointegrate the contributions of women in STEM into the classroom.IntroductionFor at least forty years, women’s historians have delved into the historical record to deconstructfamiliar narratives around who is responsible for advances in science and technology. Thesehistorians have worked to dismantle the assumptions and practices that have typically excludedwomen’s scientific contributions throughout history. For example, the extensive scholarship onthe history of women in science and technology in Margaret Rossiter’s two-volume WomenScientists in America,1 demonstrates that tens of thousands, if not hundreds of thousands, ofwomen have worked as scientists in fields as diverse as zoology and

Conference Session

Potpouri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nehal I. Abu-lail, Washington State University; Fatin Aliah Phang, Universiti Teknologi Malaysia; Ashley Ater Kranov, ABET; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Robert G. Olsen, Washington State University; Rochelle Letrice Williams, ABET; Azizan Zainal Abidin, Universiti Teknologi Petronas

Tagged Divisions

Women in Engineering

research published on how to address the on-going UnitedStates (US) national challenge of increasing gender parity in undergraduate engineeringprograms is almost entirely US centric. The authors of this paper reached across borders andoutside the STEM education literature to gain a different perspective on the US problem ofpersistent gender segregation in undergraduate engineering education. As we compared the issueof gender parity between the US, Jordan and Malaysia, three previously unexplored areas beganto take shape: 1. The US has potentially inaccurately scoped the problem, 2. Different factors seem to contribute to greater gender equity in undergraduate engineering programs in Jordan and Malaysia than in the US, and 3. A

Conference Session

Retention of Women Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Women in Engineering

in recent years. There is widespread concern from both industry and academethat not enough engineers are produced in the USA. This has nefarious consequences onthe ability of American companies to remain globally competitive. In addition to the lownumber of engineers produced overall, there is long-standing worry regarding thepersistent under-representation of minorities (URM) and women in engineering. The lackof diversity in the engineering workforce may make it more difficult for companies toinnovate and meet the Grand Challenges (as defined by the National Academy ofEngineering) that the world faces in the future.While women earn over half of all undergraduate degrees, they receive only about 20%of all degrees awarded in engineering [1

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Women in Engineering

through the College governance process.Introduction There is continuing concern about gender inequality in science, most recentlydocumented by the National Academy of Sciences1. Its report finds women are increasinglyrepresented as undergraduates, and among doctorates (30% for more than thirty years in thesocial sciences; 20% in the life sciences), but they are not advancing up the faculty ranks. In fact,at top research schools, only about 15 percent of full professors in the sciences are women, andminority women are “virtually absent”1. While the literature suggests that overt discrimination is less common on campusestoday, scholars increasingly recognize subtle “push” and “pull” factors that disadvantage women

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cassandra Groen, South Dakota School of Mines and Technology; Jennifer Karlin, South Dakota School of Mines and Technology; Andrea E. Surovek, South Dakota School of Mines and Technology

Tagged Divisions

Women in Engineering

program does not completely solve everyorganizational problem and does not ensure the success of its participants. Below are somecommon myths and misconceptions when implementing and carrying out a mentoring program.Myth #1: A Mentoring Relationship is Strictly DyadicAs previously discussed, the traditional concept of a mentoring relationship is a dyadic one; anolder individual guides a younger individual through various career and life paths. Manyinstitutions and organizations have attempted implementing such programs. Often programsconsisted of a program coordinator that blindly paired mentors to protégés. Depending on theinstitution, mentoring pairs belonged to the same college and even the same department.Mentoring pairs were then required to

Conference Session

Recruitment & Retention of Women II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; Anita Grierson, Arizona State University

Tagged Divisions

Women in Engineering

wrong. In many cases, the student doesn‟t realize that they need the helpthat is available with advising. Proactive steps must be taken to get the information to thestudent.“Intrusive Advising, defined by the work of Robert Glennen, takes developmental advisingtheory one step further. Intrusive advising is proactive. Programs utilizing intrusive advisingbuild structures that incorporate intervention strategies mandating advising contacts for studentswho otherwise might not seek advising.” 1 Links to many articles about “intrusive advising” canbe found at this source. Sharon Holmes, Iowa State University, describes “Intrusive Advising”as a model for retention. She points out that “many student support programs are designed basedupon the

Conference Session

Managing Dual-Career Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University; Beena Sukumaran, Rowan University; Jacqueline A. El-Sayed, Kettering University; Donna Reese, Mississippi State University; Brian P. Kirkmeyer, Miami University

Tagged Divisions

Women in Engineering

New Mexico State University3 havetried programs that provide some financial support for departments hiring spouses of facultycandidates. They found this to be unsustainable and now have programs similar to thosementioned above. Other schools, like University of Michigan4 have based their programs out ofthe provost’s office rather than Human Resources and provide support at that level to work withdepartment chairs wanting to accommodate dual-career couples. They also provide resources fordepartment chairs and faculty search committees that help answer commonly asked questions onthis process.Table 1: Panelist and Spouses. Panelist will be at the session, but in all cases, spouses are notexpecting to attend.A Beena Sukumaran, Ph.D

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Myongsook Susan Oh, Hongik University; Yookyung Bae, Seoul National University, Institute for Gender Research

Tagged Divisions

Women in Engineering

Page 22.534.1 c American Society for Engineering Education, 2011 The effect of group culture on leadership opportunities for female engineering students in Korea1. Introduction The importance of leadership training has been prevalent since the 1990’s as a part ofhuman resource development in Korea. Industry has heavily invested in training programs,and universities include leadership in the regular curriculum by providing related subjects, aswell as by installing leadership centers. Leadership is considered as a core competence forengineers. However, leadership is often pointed out as a quality lacking in female engineersin industry.1 One needs to investigate whether female students

Conference Session

Mini-Workshop on Bias in Faculty Searches

Collection

2011 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, University of Washington, ADVANCE Center for Institutional Change

Tagged Divisions

Women in Engineering

College ofEngineering and the Science Division of the College of Arts and Sciences, each initiative isevaluated to determine how it can be institutionalized throughout the UW campus. The CIC’s six focus areas are: (1) leadership development for current deans anddepartment chairs, (2) SEM department cultural change, (3) policy transformation, (4) mentoringwomen in SEM for leadership, (5) transitional support for faculty in SEM, and (6) visitingscholars. Recruitment and retention are key lenses through which to examine these six focusareas. For example, when cultural change efforts challenge underlying assumptions or traditionalpractices, recruitment and retention processes evolve. Training faculty on interruptingunexamined bias in the

Conference Session

Reports from ADVANCE Institutions

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margaret B. Bailey, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology; Elizabeth A. DeBartolo, Rochester Institute of Technology; Jacqueline R. Mozrall, Rochester Institute of Technology; Gina M. Williams, Rochester Institute of Technology; Sharon Patricia Mason, Rochester Institute of Technology; Maureen S. Valentine P.E., Rochester Institute of Technology; Stefi Baum, Rochester Institute of Technology; Steven LaLonde, Rochester Institute of Technology

Tagged Divisions

Women in Engineering

barriers for current women STEM faculty in regards to rank, tenure,career advancement, leadership role progression, and resource allocation in order to establishhow well the university addresses issues that have been found to be important in the recruitment,retention, and advancement of women faculty. During the study, the research team seeks toanswer six primary research questions: 1) What is the distribution of STEM faculty by gender,rank, and department? 2) What are the outcomes of institutional processes of recruitment andadvancement for men and women? 3) What is the gender distribution of STEM faculty inleadership positions? 4) What is the allocation of resources for STEM faculty? 5) Are therebarriers to the recruitment and advancement of