Displaying results 31 - 60 of 589 in total
- Conference Session
- Women in Engineering Division Technical Session 9
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- 2021 ASEE Virtual Annual Conference Content Access
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- Christina A. Pantoja, Purdue University at West Lafayette (COE)
- Tagged Divisions
- Women in Engineering
workplace. Furthermore, this knowledge informs the careerdecisions of women engineers and those considering engineering as a profession; and guidesadvisors, mentors, and career counselors in identifying new ways to support these women alongtheir career journey (early career ideas; exploration; selecting engineering careers, and collegemajors; persistence; and leaving/ staying in engineering careers).Leaving Engineering: Our Current UnderstandingWomen’s continued underrepresentation in the engineering workplace remains yet to be fullyunderstood. Women are pursuing engineering majors in increased numbers [1] and perseveringin these programs at rates comparable to men [2]. Despite advances in the recruitment andretention of women in engineering, the
- Conference Session
- Women in Engineering Division Technical Session 9
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- 2021 ASEE Virtual Annual Conference Content Access
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- Susan J. Ely, University of Southern Indiana
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
Society for Engineering Education, 2021 Impact of COVID-19 on Self-efficacy and Retention of Women Engineering StudentsIntroductionIn today’s society, companies continue to need college graduates with expertise in STEM fields.In fact, the number of bachelor’s degrees in engineering has steadily increased since 2000 [1]due to a high need of skilled engineers in today’s workforce. In the United States, womenrepresent half of the population, nearly 47% of the workforce and approximately 57% of thebachelor’s degrees awarded each year [2]. However, women comprise only 20% of bachelor’sdegrees in engineering fields [1] and represent less than 20% of the domestic engineeringworkforce [3]. This discrepancy can
- Conference Session
- Women in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jing Wang, University of South Florida; Zachariah Beasley, University of South Florida; Ken Christensen P.E., University of South Florida; Sudeep Sarkar, University of South Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
gender gap in computing is socially and culturally related, meaning that efforts toimprove participation are needed in places other than just the classroom. It is important thatcomputing departments provide leadership and support for faculty, staff, and students indeveloping, implementing, and operating activities that are designed to recruit and retain womenin the computing fields. This paper describes the experience of a large computing department’seffort in recruiting and retaining women. We describe strategies targeted at all levels of thedepartment and how these closely interconnected strategies can help increase women’sparticipation under a resource-constrained scenario. The key strategies are: 1) leadershipcommitment, 2) faculty and staff
- Conference Session
- Women in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Cara Mawson, Rowan University; Cheryl A Bodnar, Rowan University
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- Diversity
- Tagged Divisions
- Women in Engineering
Society for Engineering Education Educational Research Methods Faculty Apprentice Award in 2014 and the Raymond W. Fahien Award for Outstanding Teaching Effec- tiveness and Educational Scholarship presented by American Society for Engineering Education (ASEE) Chemical Engineering Division in 2017. American c Society for Engineering Education, 2021AbstractPrevious studies have shown that there exists a difference in undergraduate students’ academicmotivation based on gender. Specifically, females have been shown to be more extrinsicallymotivated than their male peers in a university setting [1]. However, little research has been doneto examine the effects of gender
- Conference Session
- Women in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Diane Nicole Abdullah, Florida International University; Trina L. Fletcher, Florida International University; Ronald Quintero, Florida International University; Jade R. Moten, Florida International University; Brittany Nicole Boyd, Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
opportunities in which to remove barriers for womenwithin the engineering and computing discipline by understanding their experiences and participation in the fields.I. INTRODUCTION Recent reports from the National Science Foundation (NSF) have indicated that while the number of women in Science and Engineering (S&E) related jobs continue to grow, the group remains underrepresented in the S&E workforce relative to their overall presence in the population [1]. The lack of women in STEM transcends traditional narratives on the importance of broadening participation and increasing STEM diversity because of the nuanced issues women face in a male dominated field. Issues concerning women feeling unwelcomed in STEM begin at the academic level and
- Conference Session
- Women in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
understand this current cohort of students, followed by the second prong of a needsassessment survey distributed to all undergraduate women in our college of engineering. Theresults of these first two approaches were reported upon separately [1]. The survey left us withseveral unanswered questions that required further examination to better understand the declinein current student engagement with our program. Specifically, we needed to understand how ourhistorically events-driven organization could offer academic support (the top concern acrossevery year and engineering major) without duplicating existing services; and also why, whenasked to rank their top concerns as women studying engineering, the environment for womenwithin the engineering
- Conference Session
- Women in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Selby M. Conrad, Roger Williams University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
engineering education during the 2020-2021academic year. The transition to remote learning was particularly difficult for many of the hands-on experiential learning and laboratory courses that are integral parts of an engineeringeducation. Very few engineering programs in the United States offer purely remote learningenvironments for engineering students, and so this kind of teaching and learning was new forboth faculty, rapidly adjusting their curriculum in a short amount of time, and for the studentswho had to quickly adapt their learning styles [1]. In addition, most students across the countryleft their campuses and returned home to complete the spring 2020 semester from afar, leading tofewer interactions with their peers, faculty, and staff for
- Conference Session
- Women in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Victoria Beth Sellers, University of Florida; Idalis Villanueva, University of Florida
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- Diversity
- Tagged Divisions
- Women in Engineering
(PECASE) from the White House of Science Policy. She enjoys spending time with her two daughters, spouse, and dog. American c Society for Engineering Education, 2021 What strategies do diverse women in engineering use to cope with situational hidden curriculum?Introduction This work-in-progress paper explores strategies that diverse women engineers,considered to be part of a majority (White and Asian) or minoritized (Hispanic/Latino,Black/African American, Native Americans/Alaska Native) group in this field [1], used torespond to situational hidden curriculum. “Hidden curriculum (HC) refers to the unwritten,unofficial, and
- Conference Session
- Women in Engineering Division Technical Session 9
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Megan O. Conrad, University of Detroit Mercy; Alexa Rihana Abdallah, University of Detroit Mercy; Lauren Ross, University of Detroit Mercy
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
, feelings of representation within their field, and perceived incidence ofinstitutional/cultural barriers for various subcategories of women.In total, 118 women completed the survey. Of the women currently working in STEM, 33% areworking in engineering disciplines, 41% in science disciplines, and 12% in other disciplines(including computer science and mathematics). Results indicate women choose to pursue STEMcareers due to, (1) an interest in the field and, (2) a natural talent/aptitude (72.7% and 57.6% ofrespondents, respectively).Respondents overwhelmingly (91.1%) agree that women experience more institutional/culturalbarriers than men within their profession. The top 3 challenges reported include difficultyfinding work/life balance (69.6
- Conference Session
- Women in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tracy L. Yother, Purdue University at West Lafayette (PPI); Anne M. Lucietto, Purdue University at West Lafayette (PPI); Geanie Umberger, Purdue University at West Lafayette (PPI); Mary E. Johnson PhD, Purdue University at West Lafayette (PPI)
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- Diversity
- Tagged Divisions
- Women in Engineering
, RetentionIntroductionThe world is changing. According to the US Census Bureau the percentage of the population thatis white and non-Hispanic will reduce by over 9% between 2016 and 2060 [7]. This increase innon-white populations is not represented in the science, technology, engineering, andmathematics (STEM) workforce. Hispanics are 15% of the US population, but they account foronly 6% of STEM workforce [8]. Blacks represent 12% of the population but are only 5% of theSTEM workforce [8]. For women, the difference is even more egregious. Women are 51% of thepopulation but are only 15% of the engineering workforce [8]. There is opportunity to increaseparticipation in STEM fields for women and black, indigenous, people of color (BIPOC).Deloitte and Datawheel [1
- Conference Session
- Women in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Dawn M. Maynen, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
(2001). 1 Althoughthe ADVANCE program has contributed to the development of a more diverse science andengineering workforce, much remains to be done. Women face deep-seated challenges fromwhen they enter academia as students and these challenges continue through the faculty ranks[34, 39]. As undergraduate students, women encounter differential treatment within theclassroom, contributing to a different and inferior experience than men. Women’s contributionsto classroom discussions tend to be ignored or trivialized by men [40]. Women cope with thismarginalization by creating their own networks of support through close bonds with otherwomen and forming all female clubs [27, 34, 35]. Additionally, the inclination for males tooutnumber the females
- Conference Session
- Women in Engineering Division Technical Session 8
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Alexa Tannebaum, Duke University; Sophia T. Santillan, Duke University; Rebecca Simmons, Duke University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
printing history and asked aboutthe design process, intended use, and success of each of their prints. The interview questions canbe found in Appendix B. After the interview, a third party transcribed the interview, removed anyidentifiers in the transcript, and destroyed the video recording files.ResultsFifty undergraduate engineering students were surveyed in the study. Descriptive statistics of theparticipating students are presented in Table 1. While students were given nonbinary choices whenasked for their gender identity, very few identified outside of the male and female categories,and so results given here are for those two groups (referred to as men and women, respectively,here).The majority of men and women sampled entered college with no
- Conference Session
- Women in Engineering Division Technical Session 10
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nacarid Delgado, Universidad Andres Bello, Concepcion, Chile; Karen Judith Correa, Universidad Andres Bello, Concepcion, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile
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- Diversity
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- Women in Engineering
, academicians, andresearchers made it possible to establish guidelines for future talks and workshops and newactivities that may be interesting to implement in future versions of the meeting.Keywords: gender perspective, STEM areas, students' attraction, women empowerment, highereducation, educational innovation.BackgroundThe Organization for Economic Cooperation and Development states in the "ABC of GenderEquality in Education" report [1] that even though boys and girls are equally competent inmathematics and science, their attitudes towards learning, aspirations, and prospects aremarkedly different. This situation significantly impacts their decision to pursue higher educationand career choice. This lack of confidence results in a low selection of
- Conference Session
- Women in Engineering Division Technical Session 10
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Nolgie O. Oquendo-Colón, University of Puerto Rico, Mayagüez Campus; Lourdes A. Medina, University of Puerto Rico, Mayagüez Campus; Maria Angelica Velazquez, Montana State University; David Claudio, Montana State University; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez Campus
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
analyzed and compared with the number of femalestudents in engineering majors and their reported autonomy, relatedness, and competence levels.The ultimate goal of this research work is to understand how culture influences the number offemales in engineering fields.KeywordsWomen in engineering, Culture, Self-Determination Theory, RecruitmentIntroductionResearch studies discussed the concepts of diversity, inclusion, and equality broadly, but there isstill discrimination and unfair treatment of minority groups, particularly with women inEngineering.[1] Significant research studies report on why women choose other types of careers[2], why they change to majors out of engineering or quit, [3] and why they do not get to practicethe profession after
- Conference Session
- Women in Engineering Division Technical Session 8
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- 2021 ASEE Virtual Annual Conference Content Access
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- Gretchen A. Dietz, University of Florida; Kayla Julianna Kummerlen, The University of Florida; Elliot P. Douglas, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
of inclusion in engineering, engineering ethics, and environmental justice. American c Society for Engineering Education, 2021 WIP: An Autoethnographic Account of a Female Engineering InternAbstractThis paper is a work in progress (WIP) that explores the experiences of a female undergraduateengineer, Kayla1, in both professional and academic settings. Studies have found that womenwho persist in engineering describe themselves as having an engineering identity [1]. Accordingto Faulkner, however, the normative engineering culture tends to make working relationshipseasier for men than women, and women are “visible as women, yet invisible as engineers” [2, p.169]. This
- Conference Session
- Women in Engineering Division: Panel on Advocacy and Allyship by Men for Women
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- 2021 ASEE Virtual Annual Conference Content Access
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- Brian Kirkmeyer, Miami University; Michael D. Johnson, Texas A&M University; Lisa Abrams, The Ohio State University; Roger A. Green, North Dakota State University; Lyndsey McMillon-Brown, NASA Glenn Research Center; Sharon A. Jones P.E., University of Washington Bothell; Philip Ritchey, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
encourage greater allyship for women in the academic world and beyond. Thepanelists include both men and women from across multiple intersectional identities. Thequestions include (1) for what reasons are you an ally or advocate for women in engineering-related fields, (2) what experiences have you had in which you have had to take immediateaction as an advocate or ally, (3) what do you recommend for easy-to-implement actions toadvocate, and (4) how can advocates and allies help implement change at their own institutions.For the paper, each panelist would be asked these questions and their answers would be providedunedited, followed by a summary discussion of actionable items. For the panel presentationsession, each panelist will have the
- Conference Session
- Women in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kairys Grasty, University of Massachusetts, Boston; Shivani Sakri, Arizona State University; Amanda C. Arnold, Idaho State University; Jennifer M Bekki, Arizona State University; Kerrie G. Wilkins-Yel, University of Massachusetts, Boston; Madison Natarajan, University of Massachusetts, Boston; Bianca L. Bernstein, Arizona State University; Ashley K. Randall, Counseling and Counseling Psychology, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
program in the physical sciences and engineering tend toleave before completing at higher rates than their White male counterparts [1]. Their dailybattle with sexism, racism, and tokenism includes fielding frequent slights and insults relatedto their intersecting minoritized identities of gender and race/ethnicity [2], [3].Correspondingly, WOC in STEM report needing to simultaneously justify their place inSTEM while combating both gendered and racialized microaggressions [4], [5]. Theseexperiences with racism and discrimination exacerbate and/or contribute to the onset ofmental health concerns among graduate WOC in STEM [6], [7], thus adding specific urgencyto a growing crisis around the mental health needs among all graduate students [8]-[10
- Conference Session
- Women in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College
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- Diversity
- Tagged Divisions
- Women in Engineering
the U.S. “will need a steady supplyof well-trained engineers, scientists, and other technical workers, as well as a technologically andscientifically literate general public, to succeed and prosper in the twenty-first century.” [1]Further, there is agreement that solving the most critical problems facing society requires aSTEM workforce that mirrors its diversity. The publication of Broadening Participation inAmerica’s Science and Engineering Workforce and subsequent Broadening Participation inAmerica’s STEM Workforce and Pathways to Broadening Participation in Response to theCEOSE 2011-2012 Recommendation places great emphasis on innovating pathways to includewomen, minorities, and disabled persons in commensurate numbers and shifting
- Conference Session
- Women in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; L. Pamela Cook, University of Delaware
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
and other workload prioritiesmay have encroached into research time.Teaching In response to the pandemic there were immediate shifts in teaching responsibilitiesand the associated workload. Faculty found themselves rapidly moving to online instruction inthe middle of the semester [1]. The continued use of online education in the 2020-2021 academicyear meant faculty not only had to finish out the spring 2020 semester online but had to investadditional time in learning new pedagogy and technology in order to significantly revise theircourses to be delivered entirely in an online format. This was particularly challenging for coursesinvolving labs, clinical work, studio work, or community engagement. A subset of students (andparents) expressed
- Conference Session
- Women in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kaitlyn Anne Thomas, University of Nevada, Reno; Whitney Gaskins, University of Cincinnati; Kelly J. Cross, University of Nevada, Reno
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
Professional Engineers (SHPE), and Society ofWomen in Engineering (SWE)).ParticipantsSix WOC students from the College of Engineering at a large, research-focused Midwesternuniversity self-selected to be interviewed for this study. All participants were at least eighteenyears old at the time of the interviews. Table 1 shows the racial identification information ofeach participant. To protect the participants’ anonymity, pseudonyms replaced their names, andsome demographic information was excluded to avoid inadvertently identifying information inthis manuscript. Table 1: Participant Self-Reported Racial Identification Information Participant Pseudonym Self-Reported Race Aalyah
- Conference Session
- Women in Engineering Division Technical Session 9
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lisa Abrams, Ohio State University; Adithya Jayakumar, Ohio State University; Lucille Sheppard, Ohio State University; Amy Kramer P.E., Ohio State University; Toni M. Calbert, Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
structures. Her current research interests include engineering epistemology and engineering identity with the underlying goal of making engineering education more inclusive.Dr. Toni M. Calbert, Ohio State University American c Society for Engineering Education, 2021Empowering Engineering Students as Allies Through Dedicated Classroom InstructionAbstractWomen* and other minoritized groups experience an unwelcoming environment in highereducation [1-5]. This is particularly acute in Science, Technology, Engineering and Math(STEM) fields, where students have reported experiencing both explicit and subtle biasedbehaviors by faculty, administrators and fellow
- Conference Session
- Women in Engineering Division Technical Session 7
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Leanne Kallemeyn, Loyola University Chicago; Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University Chicago; Jana Grabarek; Pete Livas Jr, Loyola University Chicago
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- Diversity
- Tagged Divisions
- Women in Engineering
University Chicago American c Society for Engineering Education, 2021 1 Engineering Curriculum Rooted in Active Learning: Does It Promote Engagement and Persistence for Women? Leanne M. Kallemeyn, Gail Baura, Francisca Fils-Aime, Jana Grabarek, and Pete Livas Loyola University ChicagoStructured AbstractBackground - Active, problem-based learning is increasingly being used in engineeringeducation. Group projects to design and build devices and ethical case studies sensitize studentsto real world experiences. They also
- Conference Session
- Environmental Engineering Technical Session 4: Environmental Issues and the Impacts of Intersectionality
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- 2021 ASEE Virtual Annual Conference Content Access
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- Angela R. Bielefeldt, University of Colorado Boulder; JoAnn Silverstein P.E., University of Colorado Boulder
- Tagged Topics
- Diversity
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- Environmental Engineering, Women in Engineering
modified in the first year introductory civilengineering course in fall 2020, due in part to the COVID pandemic which required the course tobe taught online. One framing principle in the course was the idea of human centered design forinfrastructure, which allowed the diverse array of topics covered in the course to have somecohesiveness. As part of the ethics and sustainability modules in the course, students were askedto read assigned material and watch segments of the ASEE community panel video on their owntime, then answer a series of questions as part of the associated homework assignments. Becausethe course was 1-credit, the intent was for the assigned reading, video, and assignment to takeabout 2 hours of student time outside of class for
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jeanne Christman, Rochester Institute of Technology (CET); Randy Yerrick, Fresno State University
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- Diversity
- Tagged Divisions
- Women in Engineering
culture, equity in engineering education and increasing diversity in STEM through transformation of traditional teaching methods.Dr. Randy Yerrick, Fresno State University Randy Yerrick is Dean of the Kremen School for Education and Human Development at Fresno State University. He has also served as Professor of Science Education at SUNY Buffalo where he Associate Dean and Science Education Professor for the Graduate School of Education. Dr. Yerrick maintains an active research agenda focusing on two central questions: 1) How do scientific norms of discourse get enacted in classrooms and 2) To what extend can historical barriers to STEM learning be traversed for underrepresented students through expert teaching
- Conference Session
- Women in Engineering Division Technical Session 6
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sara Amani, Texas A&M University; Ebtihal Mohamed Youssef, Texas A&M University at Qatar; Rand Yehia Alagha, Texas A&M University at Qatar; Sara Hillman, Texas A&M University at Qatar; Annie Ruimi, Texas A&M University at Qatar
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
to obtain a job. Many faced personal/discriminatory interviewquestions, biases, and assumptions about what they could or could not do, in addition to beingsubjected to explicit discouragement and gender discrimination. The paper offersrecommendations for addressing these issues as well as further areas of research to pursue. Bybringing to light the issues surrounding females entering engineering professions in Qatar, thisstudy offers a contribution to women’s role and empowerment in the region.IntroductionWhile attracting women to STEM (Science, Technology, Engineering, and Mathematics) fieldshas been a steady concern in Western countries, female students across the Arab world aredominating most STEM educational programs [1-2]. Engineering
- Conference Session
- Women in Engineering Division Technical Session 8
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Shelly Gulati, University of the Pacific
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
biomicrofluidics. More recently, her interests have emphasized mentorship of women and underrepresented students in order to promote persistence and success in engineering. American c Society for Engineering Education, 2021 A Book Club Model to Promote Personal and Professional Development Activities for Female Engineering and Computer Science StudentsIntroduction and MotivationProfessional and leadership development is one recommended strategy to support and retainfemale engineers and computer scientists in their professional careers in industry or academia[1], [2], [3], [4]. For women in engineering and computer science, personal
- Conference Session
- Women in Engineering Division Technical Session 6
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kathleen Buse, Advancing Women in the Workforce; Lyndsey McMillon-Brown, NASA Glenn Research Center; L. Nicole Smith, NASA Glenn Research Center; Brian P. Kirkmeyer, Miami University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
consumer products (International American c Society for Engineering Education, 2021 Paper ID #33434Flavors and Fragrances) prior to his current role. He served on the executive committee of the ASEEWomen in Engineering division from 2010 to present. American c Society for Engineering Education, 2021 A Collegiate External Women’s Advisory Committee: Origins and the Development of a Strategic PlanAbstractGender diversity increases collaboration [1] enables better and more creative problem solvingleading to greater
- Conference Session
- Women in Engineering Division Technical Session 10
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile
- Tagged Divisions
- Women in Engineering
whopursue a tertiary education diploma or degree has been increasing steadily in recent years; this isdue to the strengthening of the Chilean educational ecosystem incorporating various modalities ofschools and study programs. Despite the above, Chilean women's participation in STEM areas isnot higher than the previously mentioned average. Our main objective is to analyze trends on thistopic for Chilean students based on the following variables: type of institution, school shift andmodality, age of students, and career type. We made a percentage analysis to investigate trendsover time about students' gender within the variables: (1) type of institution (Community College,Professional Institute, and University); (2) school shift and modality
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Erica Haugtvedt, South Dakota School of Mines & Technology; Duane Lewis Abata, South Dakota School of Mines and Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
, students need role models who have set an extraordinary precedent.Furthermore, despite recruitment efforts, women remain a minority in engineering fields in theU.S [1]. Psychologist Penelope Lockwood’s studies suggest that because “women face negativestereotypes regarding their competence in the workplace, they may derive particular benefit fromthe example of an outstanding woman who illustrates the possibility of overcoming genderbarriers to achieve success” [2]. In this paper, we suggest that using Ada Lovelace as anhistorical role model in engineering curriculum can help female engineering and science studentsrevise dominant origin narratives surrounding science and engineering disciplines. Bringinghistory to engineering also allows students to
- Conference Session
- Women in Engineering Division Technical Session 7
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Eleanor Leung, York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania; Brandy Maki, Minnesota State University, Mankato
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
are learning and challenged tobecome the next generations of engineers. However, some of these interactions can becomedifficult when gender bias exists. Gender bias, as defined in this paper, is the unfair differences inthe way a person is being treated because of their gender. This can be conscious or unconsciousprejudice in thoughts and or actions.Research suggests that gender bias in academia is not only a question of whether male and femaleprofessors are evaluated more or less favorably but that women are also judged on differentcriteria than their male counterparts [1, 2]. The authors in [1] argue that female faculty areevaluated differently in intelligence/competence and personality. In the engineering disciplines,female faculty members