Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, “ProfessionalIdentity Formation and Development in HBCU Construction,” Proceedings of the 2019American Society for Engineering Education (ASEE) conference, Tampa, Florida, USA, June 16– 19, 2019, 2019, pp. 1-16.A. N. Ofori-Boadu, D. Deng, C. Stevens, K. Gore, and I. Borders-Taylor, “Learning Experiencesand Self-efficacy of Minority Middle-School Girls during a ‘Bio-char Modified Cement Paste’Research Program at an HBCU,” Proceedings of the 2019 American Society for EngineeringEducation (ASEE) conference, Tampa, Florida, USA, June 16 – 19, 2019, 2019, pp. 1-16.A. N. Ofori-Boadu, R. B. Pyle, I. Borders-Taylor, C. Bock-Hyeng, and T. Graham, “AdvancingHBCU Students’ Interests in Residential Construction Careers through an NAHB program: AnIndustry-University

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Ruth A Childs, University of Toronto; Aimy Bazylak, University of Toronto

Tagged Divisions

Women in Engineering

diminishes female confidence (stereotype threat) [13-15],• females have an inborn disposition for ‘caring’ or ‘humanities’ jobs [16], and• female secondary students have lower self-efficacy and interest in engineering [17].In addition to under-representation there is an unequal distribution of female enrolmentamongst the disciplines (See Figures 1 and 2). Understanding what draws a higherpercentage of female students to disciplines such as chemical engineering, may revealstrategies to increase female enrolment in other disciplines.Within this multi-stage research project, we will use survey research methods to betterunderstand the reasons for this under-representation. We hypothesize that one reason for theunder

Conference Session

Women in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Henriette D. Burns, Washington State University, Vancouver; Sean Palmer Marquardt Rice, Washington State University, Vancouver

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

United States National Science Foundation (NSF) because the problems of the future weredeemed to be complex and required interdisciplinary study. Others think STEM was coined byNASA as SEM with the “T” added because it sounds better.Because this complexity is pervasive at every stage, most STEM research is focused on oneaffective construct (such as motivation, attitude, interest, self-efficacy) in a single STEM area[12]-[15]. And consequently, few if any instruments exist to capture STEM as multi-constructsand none in multiple STEM areas [16]. Currently few existing instruments fully capture thebreadth and complexity of the STEM disciplines. For example, in 2012, Minner, Ericson, Wuand Martinez [17] reported half of the cognitive assessment

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Omoju Miller, UC Berkeley

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

77 college students chose to continue to the next more demanding firstcourse intended for CS majors, CS61A.Research MethodsFormative, mixed-method research was conducted to test out the effectiveness of Beauty and Joyof Computing (BJC) curriculum as implemented in UC Berkeley’s CS10, in attracting historicallyunderrepresented students. To gain a comprehensive analysis into the socio-curriculareffectiveness of the BJC curriculum as the first class in a student’s CS trajectory, it wasbenchmarked against CS61A—the first class for majors, and increasingly, for non-majors aswell.Survey instruments were developed to measure participants’ self-reported efficacy along severaldimensions. To determine the role of identity and self efficacy; as well as

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sumaia Ali Raisa, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University; Reagan Curtis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, vol. 103, no. 1, pp. 206–222, 2011, doi: 10.1037/a0020743.[15] M. Syed et al., “The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences.” PsyArXiv, Oct. 11, 2018. doi: 10.31234/osf.io/ctr8d.[16] J. Lave, “Situating learning in communities of practice.,” in Perspectives on socially shared cognition., L. B. Resnick, J. M. Levine, and S. D. Teasley, Eds. Washington: American Psychological Association, 1991, pp. 63–82. doi: 10.1037/10096-003.[17] A. Sfard and A. Prusak, “Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity,” Educational Researcher, vol. 34, no. 4, pp. 14–22, May 2005, doi: 10.3102/0013189X034004014.[18] E. D. Tate

Conference Session

Women in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robyn Paul, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Bob Brennan P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

., & Leifer, L. J. A1 (2005). Engineering design thinking, teaching, and 1613 learning. Journal of engineering education, 94(1), 103-120. Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison A2 433 of students and expert practitioners. Journal of engineering education, 96(4), 359-379. Carberry, A. R., Lee, H. S., & Ohland, M. W. (2010). Measuring A3 engineering design self‐efficacy. Journal of Engineering 192 Education, 99(1), 71-79

Conference Session

Women in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

during her doctoral studies, but also helped to remind her of her self-efficacy as astudent. She explained that conversations with her counselor helped her to realize herconfidence in her abilities, as well as recognize that her self-worth is not determined by theacquisition of the doctorate degree. With this insight from her counselor, Brandi (CTC) wasable to approach graduate school stressors with a clearer mind and continue on with thecompletion of her degree. The ways in which counseling helped three of the participants to make persistencerelated decisions is another testament to its usefulness amongst graduate WOC in STEM.Although women in STEM graduate programs are more likely to have experiences withinthat environment that threaten

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

students assigned no mentor. A survey was sent out at threepoints throughout the year to monitor the students’ experiences and a fourth survey was sent oneyear after the program ended. The survey measured self-efficacy, feelings of threat andchallenge, and career goals. College transcripts also were collected to monitor students gradesand retention information. The study concluded same-gender peer mentoring increasesconfidence, motivation, and retention for women in engineering. Pairing a female student with afemale mentor had a greater impact with 100% retention than pairing a female student with amale mentor with 82% retention. However, there was no indication that the mentoring programincreased average GPA’s. Although there is limited

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Celine Manoosingh, Georgia Southern University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

population of the engineering students and retaining them to the end of their educationaljourney, and toward the ultimate goal of professional licensure.Service leaning has been proven to be an invaluable tool to recruit and retain engineering students, a studyconducted by Astin et al (2000) found that in a study of 22,000 students, integrating service learning hadsignificant positive effects on 11 outcome measurements including critical thinking skills, values,leadership and self-efficacy. Eyles & Giles (1999) studied 20 universities and the effect of a service-learning based curriculum on over 1500 students. The results indicated an increased positive impact in the

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Diane Reichlen, University of Massachusetts Lowell

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

students’ digital literacies and assessment. Recently, Dr. Hsu has received a seed grant at UML to investigate how undergradu- ate engineering students’ digital inequalities and self-directed learning characteristics (e.g., self-efficacy) affect their learning outcomes in a virtual laboratory environment during the COVID-19 pandemic. Dr. Hsu’s research interests include advanced quantitative design and analysis and their applications in STEM education, large-scale assessment data (e.g., PISA), and engineering students’ perception of faculty en- couragement and mentoring.Dr. Yanfen Li, University of Massachusetts Lowell Yanfen Li is an Assistant Teaching Professor at the University of Massachusetts Lowell. She received

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Olina Wisniewski, Northeastern University ; Rachel Lauren Shapiro, Northeastern University; Emma Kaeli, Northeastern University ; Kristen Barbara Coletti, Georgia Institute of Technology; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

conducted a study comparing the performance of students who did and did not useavailable forms of SI and correlated performance outcomes with factors deterring students fromusing the offered forms of SI. Our focus this year is to identify statistically significant trends inour data from this year’s and last year’s classes and assess the impact of level of participation inSI on student self-efficacy and attitude towards SI for freshmen enrolled in a required generalchemistry course.To understand a student’s choice to participate in SI and to determine correlations with courseassessments and grades, students enrolled in a required general chemistry course were surveyedat the beginning and at the end of the semester. This year (fall 2014) 524 students

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tyler Byrne Cole, Northeastern University; Emma Kaeli, Northeastern University; Bradley Joseph Priem, Northeastern University; Caroline Ghio, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

student’s self-efficacy beliefs [24], is itpossible that exposure to SI prior to college has a measurable effect during the freshman year ofcollege and beyond? This question brings up an important follow-up: what role does genderhave, if any, in these effects?Study contextTo learn more about the impact of prior experience with SI and the effect of perceptions andattitudes towards utilization of SI and course subject, data for students enrolled in a requiredfirst-semester general chemistry course for engineering students during the fall 2016 semester atNortheastern University were collected and analyzed. Lecture sections of 70-120 students,meeting three times weekly in 65-minute blocks, were taught by an instructor. These lecturesalso were divided

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Kasi Jackson, West Virginia University ; Joel Alejandro Mejia, Angelo State University; Maja Husar Holmes, West Virginia University; Rachel R. Stoiko, West Virginia University

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Women in Engineering

gender equity, we focused onsupporting the behaviors (e.g. the climate variables discussed above) to promote equity. Wewanted to see how this indirect dual agenda approach impacted faculty beliefs about their 11department’s ability to achieve gender equity, as well as their perceptions of other key aspects ofdepartmental climate.Our research addresses an issue raised by Acker: “Does the sex composition of change agentgroups make a difference in the success of projects?” (p. 627)4 Our goal was to see if there weredifferential impacts of the Dialogues process on departmental climate measures among academicdepartments that vary in the percent of

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

Education Statistics (2004). Trends in educational equity of girls & women: 2004, U.S.Department of Education. NCES 2005-016.7. PATT (1986). “What do girls and boys think of technology? Pupils’ attitudes towards technology”, PATTWorkshop report: March 6-11, 1986. Endhoven University of Technology, Netherlands.8. American Association of University Women (1991). “Shortchanging girls, shortchanging America: A nationwidepoll that assesses self-esteem, educational experiences, interest in math and science, and career aspirations of girlsand boys ages 9-15”, Washington DC: AAUW.9. Weiner, B., An attributional theory of achievement motivation and emotion, Psychological Review 92 (1985) (4),pp. 548–57310. Bandura, A. (1997). Self-efficacy: The exercise

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Amanda Funai, University of Michigan; Bala Maheswaran, Northeastern University

Tagged Divisions

Women in Engineering

can implement similar support programs andlearn from our work. Materials, including the physics and chemistry help sheets, will beincluded in the appendix.BackgroundWomen continue to be underrepresented in engineering, earning only 19.3% of bachelor’sdegrees in engineering1 and holding only 11% of engineering positions.2 Despite being asacademically prepared and academically successful as men, they can lag behind men byexhibiting lower levels of academic satisfaction and lack of self-esteem.3 Traditionalassumptions about career options have been reinforced in society and have projected stereotypesthat discourage talented women from continuing in engineering. This is evidenced by researchthat has found a dramatic drop in women’s self-efficacy

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Mawson, Rowan University; Cheryl A Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

students are consistent within the gamifiedplatform provides further insight to how engineering students engage with gamified assignments.While the present study demonstrates the effectiveness of gamification as both a learningmanagement system and motivational tool, additional research should be conducted prior to afull endorsement of gamified homework as a valuable tool for improving inclusivity amongengineering classrooms.References[1] G. M. D’Lima, A. Winsler, and A. Kitsantas, “Ethnic and gender differences in first-year college students’ goal orientation, Self-Efficacy, and extrinsic and intrinsic motivation,” J. Educ. Res., vol. 107, no. 5, pp. 341–356, Mar. 2014.[2] S. Harris, J. Malbin, and J. Warshof, NEW FORMULAS FOR

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Abrams, Ohio State University; Suzanne Grassel Shoger, The Ohio State University; Lauren Corrigan, Ohio State University; Steven Y. Nozaki, Ohio State University; Mitsu Narui, The Ohio State University Multicultural Center; Adithya Jayakumar, The Ohio State University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

. Washington, DC: Association of American Colleges (Report of the Project on the Status and Education of Women).5 Morris, L. K., & Daniel, L. G. (2008). Perceptions of a chilly climate: Differences in traditional and non- traditional majors for women. Research in Higher Education, 49(3), 256-273.6 Pascarella, E. T., Nora, A., & Terenzini, P. T. (1999). Women's perceptions of a “chilly climate” and cognitive outcomes in college: Additional evidence. Journal of College Student Development, 40(2), 163- 177.7 Malicky, D. (2003). A literature review on the under-representation of women in undergraduate engineering: Ability, self-efficacy, and the" chilly climate”.age, 8, 1.8 Haines, V. A., Wallace

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

insight. More recently, she has also conducted research on factors influencing teaching and learning of pre-service mathematics teachers (e.g. mathematics anxiety), as well as factors affecting observational learning (e.g. self-efficacy and outcome expectations). Van der Sandt’s teaching covers both pure math- ematics and mathematics education. Pure mathematics courses include Calculus and Applied Liberal Art Mathematics. Mathematics education courses include both content courses and methodology courses specifically designed for education students: e.g. Mathematical Structures and Algorithms for Educators; Perspectives on the Development of Mathematics; Teaching Mathematics in the Early Childhood and the Elementary

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica R. McCormick, Indiana University Purdue University, Indianapolis; Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis; Charles Feldhaus, Indiana University Purdue University, Indianapolis

Tagged Divisions

Women in Engineering

., & Hido, B. (2010). Re-enJEANeering STEM education: Math options summer camp. Journal of Technology Studies, 36(1), 35.11. Dell, E., Bailey, M. B., O’Hurley, S., Lillis, R. P., Khol, B., Garrick, R. D., & Christman, J. (2011). WE- IMPACT- women in engineering- improving program assessment tools for outreach and retention programs. Proceedings from the 2011 American Society for Engineering Education Annual Conference & Exposition. Vancouver, BC: ASEE.12. Fantz, T. D., Siller, T. J., & DeMiranda, M. A. (2011). Pre-collegiate factors influencing the self-efficacy of engineering students. Journal of Engineering Education, 100(3), 604-623.13. Gilbride, K. A. Kennedy, D. C., Waalen, J. K., & Zywno, M. (1999). A

Conference Session

Recruitment & Retention of Women II

Collection

2011 ASEE Annual Conference & Exposition

Authors

John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel A Heredia, University of Massachusetts, Lowell

Tagged Divisions

Women in Engineering

, anddemonstrated deeper understanding of subject matter. They found that service-learning is moreeffective over four years and that the messiness inherent in helping solve real community-basedproblems enhances the positive effects  (Eyler & Giles, 1999).Astin et al. found with longitudinal data of 22,000 students that service-learning had significantpositive effects on 11 outcome measures: academic performance (GPA, writing skills, criticalthinking skills), values (commitment to activism and to promoting racial understanding), self-efficacy, leadership (leadership activities, self-rated leadership ability, interpersonal skills),choice of a service career, and plans to participate in service after college. In all measures exceptself-efficacy

Conference Session

Women in Engineering Division: Strategies Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Amanda S. Parker, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

choosing betweenchoice of 4b. Connect modules to boost self-efficacy in an 4b. Students identifymajor engineering with engineering skill area engineering skills students' personal 4c. Mentors talk about their own they enjoy or have values majors and process of choosing learned 4c. Introduce students 4c. Student can to faculty in their explain the societal potential majors value of their

Conference Session

Women in Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Courtney S. Green P.E., University of North Carolina in Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; April C Smith, University of North Carolina, Charlotte

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

to experience nurturing environments and reported higher levels of self-efficacy, content interest, and support than their peers at PWIs [8], [12]. Institutions with higherrates of persistence and graduation rates with STEM underrepresented minority students, reportincreased student involvement on campus, have welcoming environments, and encouragemeaningful connections with faculty, which are all factors in fostering social-belonging [8].Understanding how high-performing institutions create environments of social belonging and asense of belonging can provide a plan to increase rates of success and degree completion forminority engineering students.Evidence indicates that there is a relationship between campus involvement

Conference Session

Effective Methods for Recruiting Women to Engineering

Collection

2010 Annual Conference & Exposition

Authors

Manjusha Saraswathiamma, North Dakota State University; Kathy Enger, North Dakota State University; Canan Bilen-Green, North Dakota State University; Achinthya Bazebaruah, North Dakota State University; Bruce Schumacher, North Dakota State University

Tagged Divisions

Women in Engineering

on interest congruence,authority relationships, and social environments. Finally, Winkelman used learning theory tostudy self-efficacy, learning styles, and academic preparation. Winkelman’s study, well Page 15.367.10grounded in social theory, indicates the difficulty of using one model or theory to explain thevarious factors influencing females to enter the engineering profession.Illeres’ three-dimensional model may16 prove useful for increasing the number of females whobecome engineers. This model describes the learning process as having three interdependentelements: cognition, emotion, and environment. If these three dimensions of learning

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

historical context of women in STEM, calls a ‘cult of masculinity,’assumes that science is the province of men and the extent to which women are capable of beingscientific is measured by their ability to assume a masculine posture.iv Thus, while women havemade gains, the climate continues to be “chilly” for STEM women faculty and industryprofessionals.vvivii Though policies may change, attitudes, norms, and values are not as pliable, asnoted by Mason et al: “…assumptions about the “ideal worker” prevail, including a de factorequirement for inflexible, full-time devotion to education and employment…”viii The Women inScience and Engineering Future Professionals Program (WiSE-FPP) recognizes the persistenceof challenging work norms and values in the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Casey Jane Ankeny, Arizona State University; Ying-Chih Chen, Arizona State University; Robert J Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; Bethany B Smith, Arizona State University

Tagged Topics

ASEE Diversity Committee, Engineering Deans Council

Tagged Divisions

Women in Engineering

., & Tarule, J. (1986). Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books.11. Sprague, J., & Massoni, K. (2004). Student Evaluations and Gendered Expectations: What We Can’t Count Can Hurt Us. Sex Roles, 53(11-12), 779-793.12. Bailey, J. G. (1999). Academics’ Motivation and Self-Efficacy for Teaching and Research. Higher Education Research and Development, 18(3), 343-359.13. Schuster, J.H., & Finkelstein, M.J. (2006). The American Faculty: The Restructuring of Academic Work and Careers. Baltimore: Johns Hopkins University Press.14. Winslow, S. (2010). Gender Inequality and Time Allocations Among Academic Faculty. Gender & Society, 24(6), 769-793.15. Hart, J., & Cress, C. M

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

to persist within a given major or switch to anotherare complex. The factors that affect student decisions can be broadly classified into three groupsas (a) academic resources, (b) internalization and perceptions of the major and career, and (c)climate and experiential effects. The academic resources include lectures, recitations, andlaboratories; faculty and teaching assistants; university services such as advisors and careerplacement; and academic services such as study centers and academic progress monitoring.Internalization refers to perceptions of the self including confidence, self-efficacy, anddetermination to succeed. Perceptions of the major and career include students’ interest inchoosing and retaining engineering as a major and a

Conference Session

Undergraduate Student Issues II

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Women in Engineering

statement to their peers of their academic failures.4 Students who are notconfident in their ability to perform well in a course are more likely to seek help than their moreconfident peers.7 A 2004 study done at Texas A&M University demonstrated that students whowere more engaged in supplemental instruction had significantly lower self-efficacy, butachieved higher final course grades.7The personality of the tutor is also an important factor students consider when seeking extrahelp.5 Students feel that traits associated with a good tutor are empathy, patience, sensitivity,diplomacy, friendliness, intuitiveness, supportiveness, responsiveness, and care.8 If students feelthat tutors are arrogant or not empathetic to their concerns, they are

Conference Session

Focus on Faculty

Collection

2010 Annual Conference & Exposition

Authors

Keisha Walters, Mississippi State University; Soumya Srivastava, Mississippi State University; Adrienne Minerick, Mississippi State University; Jacqueline Hall, Mississippi State University; Kaela Leonard, Michigan Technological University; Amy Parker, Mississippi State University; Heather Thomas, Mississippi State University

Tagged Divisions

Women in Engineering

for significant periods of time after the presentation. Theexperience of losing self confidence after one of these situations was discussed, especially in thecontext of different approaches and behaviors, in general, exhibited by males and females andthe growth expected in each of the students over the course of a graduate program and career. Inaddition, the instructor and students discussed realistic scenarios and solutions to tackle Page 15.753.9performance anxiety and self-confidence issues. Self-confidence issues in undergraduate academic environments have been studied and self-efficacy is seen as a larger issue for women than for men18-25

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ronald Brandt, Seton Hall University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Coletti, Northeastern University; Emily Olina Wisniewski; Rachel Lauren Shapiro, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University; Melinda Covert, Northeastern University

Tagged Divisions

Women in Engineering

the differences between attendees and non-attendees. For example, although some studiesfound “no inherent preexisting differences” between the groups, other studies found “inherentlyless able” students and those with “low self-efficacy” were more likely to attend supplementalinstruction.2,4 It has been shown that students who are not confident in their ability to performwell in a course are more likely to seek help than their more confident peers.5 Self-confidence isa factor in seeking out extra help, as often the act of seeking out extra help can be demoralizingas students realize that they cannot master the material on their own.6Our study also examines what current factors deter students from utilizing supplementalinstruction resources. A