Paper ID #6812Strategies to Support (Female) STEM Faculty as Voiced by Female STEMFaculty at a Major Research UniversityPamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is an Associate Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, has taught high school physics and pre-engineering, and has taught engineering and science to children in multiple informal settings. She prepares future early childhood, elementary and middle school
, the effects of curriculum on design cognition, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.Ms. Courtney S Smith, Page 23.924.1 c American Society for Engineering Education, 2013 Negotiating Masculine Spaces: Attitudes and Strategies of First- Year Women in EngineeringAbstractResearch throughout the late 20th and early 21st century explored the kinds of barriers andchallenges women faced in
Paper ID #6084Pilot Study: An Exploration of the Experiences that Influence Women’s In-terest, Pursuit, and Continued Involvement in STEM CareersDr. Rosalyn S. Hobson, Virginia Commonwealth University Dr. Rosalyn Hobson Hargraves has been at Virginia Commonwealth University since 1996. Dr. Hobson holds a joint appointment in the Schools of Engineering and Education where she is Associate Professor of Electrical and Computer Engineering and Associate Professor of Teaching and Learning. She received her B.S., M.S., and Ph.D. degrees in Electrical Engineering from the University of Virginia. Her research interests are K-16
propose an evaluation process for the programme. Thefindings will be used to provide guidelines for the engineering leadership developmentprogrammme design specifically for higher education in Southern Africa.1. IntroductionWomen in engineering programmes are a crucial part of a country‟s response to the need formore women in engineering 8. A South African comprehensive university based in PortElizabeth, in collaboration with the merSETA (manufacturing and services seta*) responded tothe need for more women engineers by initiating the Women in Engineering LeadershipAssociation (WELA) in 2011. The goals of WELA are to focus on academic, professional andpersonal development of women engineering students (WES). Two successful years of growthand
Communicating Technical Ideas was to provide participants withspecific strategies and tools to help them as researchers and engineers become more confident andeffective communicators. This workshop was held at the ASME IDETC in Chicago, IL on August12, 2012.The workshop, led by Dan Agan, consisted of presentation and active participation. There was atotal of one hour of working session(s) built into the agenda. All workshop participants receiveda free download of the companion guide on creating PowerPoint presentations, and the Pantheraproprietary communications tools: the Communications Planning Worksheet, the MessageTriangle, and the Storyboard Worksheet (for planning PowerPoint visuals). A networking eventconcluded the workshop.Workshop Execution
the NSF-funded S- STEM program at UCF entitled the ”Young Entrepreneur and Scholar(YES) Scholarship Program” as well as the NSF-funded STEP program entitled ”EXCEL:UCF-STEP Pathways to STEM: From Promise to Prominence.” Dr. Young’s interests are in improving STEM education.Dr. Michael Georgiopoulos, University of Central Florida Michael Georgiopoulos received the Diploma in EE from the National Technical University in Athens, his MS degree and Ph.D. degree in EE from the University of Connecticut, Storrs, CT, in 1981, 1983 and 1986, respectively. He is currently a Professor in the Department of EECS at the University of Central Florida in Orlando, FL. From September 2011 to June 2012 he served as the Interim
those of the authors and do notnecessarily reflect the views of the National Science Foundation.References[1] National Science Foundation, "Women, Minorities, and Persons with Disabilities in Scinece and Engineering: 2011. Special Report NSF 11-309," National Science Foundation, Division of Science Resources Statistics, Arlington, VA, 2011. Page 23.489.11[2] S. Kulis, et al., " More than a pipeline problem: Labor supply constraints and gender stratification across academic science disciplines " Research in Higher Education, vol. 43, pp. 657-691, 2002.[3] C. S. V. Turner, et al., "Faculty of Color in
Academy of Sciences. Biological, social, and organizational components of success for women in academic science and engineering, 166-174.Washington, DC: The National Academies Press.7. Shibley-Hyde, A. (2007). Women in science: Gender similarities in abilities and sociocultural forces. In S.J. Ceci & W.M. Williams (Eds). Why aren’t more women in science? 131-145., DC: American Psychological Association.8. Spelke, E.S. & Grace, A.D. (2007). Sex, math, and science. . In S.J. Ceci & W.M. Williams (Eds). Why aren’t more women in science? 57-67 Washington, DC: American Psychological Association.9. Sheppard, S., Gilmartin, S., Chen, H.L., Donaldson, K., Lichtenstein, G., Eris, O., Lande, M., & Toye, G
. Prime J, Moss-Racusin CA. Engaging Men in Gender Initiatives: What Change Agents Need to Know.In: Research Reviews. New York, NY: Catalyst; 2009.8. Barker G, Greene ME, Goldstein-Siegel E, et al. What Men Have to Do With It: Public Policies toPromote Gender Equality. In: The Men and Gender Equality Policy Project. Washington, D.C.: InternationalCenter for Research on Women; 2010.9. Harper S, R., Harris III F. College Men and Masculinities: Theory, Research, and Implications forPractice. In. San Francisco, CA: Jossey-Bass; 2010.10. Kimmel MS. Masculinity as Homophobia: Fear, Shame, and Silence in the Construction of GenderIdentity. In: Harper SR, Harris-III F, eds. College Men and Masculinities: Theory, Research, and
programs.Bibliography1. Lichtenstein, G., Loshbaugh, H. G., Claar, B., Chen, H. L., Jackson, K., & Sheppard, S. (2009). An engineering degree does not (necessarily) an engineer make: Career decision making among undergraduate engineering majors. Journal of Engineering of Engineering Education, 98(3), 227–234.2. Foor, C.S., Walden, S.& Trytten, D. (2007). “I wish that I belonged more in this whole engineering group:” Achieving individual diversity. Journal of Engineering Education, 96 (2), 103-15.3. Besterfield-Sacre, M., Moreno, M., Shuman, L. J., & Atman, C. J. (2001). Gender and ethnicity differences in freshmen engineering student attitudes: A cross-institutional study. Journal of Engineering Education, 90(4), 477-489.4
)). Lichtenstein reported tthat 66% of theseniors su urveyed indiicated that thhey would definitely or pprobably conntinue in an engineeringg-related fiield three yeaars post-gradduation.11 Lichtenstein’ L s results felll between the public (80%)and the private p (58.5%) institutioons, as shown n in Figure 33. By comparison, the W WECE studyyasked stuudents about their plans to t persist in an engineeriing related ffield seven yyears post-graduatioon and reporrted affirmatiive responsees from 80% % of seniors.5 And in coomparing theepublic annd private institutions, ov verall the ressponses are sshifted towaards more aff ffirmative plaansfor professional persiistence at
1566 1433 8104 (All) 1293 1266 1378 1366 1626 1503 8432One can see that overall, engineering student-athletes are very few, and that their numbersdecrease dramatically at 13 or 14 semesters of enrollment, which indicates they tend to graduatein 5 years just like the majority of GT students.1.2 W (“Withdraw”) GradeTo aid in visualizing the results, “heat maps” have been used in Excel to best indicate the mostimportant results, and in each case, have been constructed for an entire table’s data (not row byrow).We first look at how many students receive 1,2,3,… W grade(s) in that cohort: Page 23.976.8Table
biologically determined.11 One cannot choose not to participate in gender and one cannotchoose not to participate in the “doing” of masculinity or femininity, as those are the onlychoices offered in our society. Gender identity is something everyone has and it is a dynamicvariable which shifts and changes depending upon the different contexts and environments.Gender is not essential or natural; it is the various acts of gender that create gender. Gender is aperformance; it is what someone does, not who s/he is.12There is a societal position that supposes several irrefutable concepts regarding gender, includingthe beliefs that there are two genders (masculine and feminine) and biological sex organsdetermine gender.13 Dividing society into the binary
e A merican S outheast A sian 3.0 2.5 2.0 1.5 F emale M ale F emale M ale Gender Panel variable: Race/EthnicityFigure 4a. Average student response to the question about interest in each engineering discipline, by gender andrace. Page 23.1102.16 F emale M ale A frican A merican C aucasian
, Maryland. Publications, Louise Dunlap”An analysis of the Legislative History of the Surface Mining Control and Reclamation Act of 1975,”Twenty-First Annual Rocky Mountain Mineral Law Institute, Matthew Bender, 1976”Environmental Perspectives on the Effectiveness of SMCRA” (with James S. Lyon), West Virginia LawReview, Spring, 1986”From Kitchen Tables They Changed the Law,” USA Today guest column, August 3, 1987”Environmental Protection, Competition, and Changes in World Energy Markets” (with Joe Browder),Papers, Volume II, American Mining Congress, April 1988 Page 23.955.3 c American Society for Engineering Education
. Duffy, R. and W. Sedlacek, What is most important to students' long-term career choices: analyzing 10- year trends and group differences. Journal of Career Development, 2009. 34(2): p. 149-163.15. Ros, M., S. Schwartz, and S. Surkiss, Basic individual values, work values, and the meaning of work. Page 23.544.16 Applied psychology, 1999. 48(1): p. 49-71.16. Nosek, B., et al., National differences in gender–science stereotypes predict national sex differences in science and math achievement. Proceedings of the National Academy of Sciences, 2009. 106(26): p. 10593.17. Dweck, C. and E.L. Leggett, A
ofcontemporary leadership theory, The Leadership Quarterly, Volume 12, Issue 4, Winter 2001, Pages 419-450, ISSN1048-9843, 10.1016/S1048-9843(01)00090-X.3. Colleen Chesterman, Anne Ross-Smith, Margaret Peters, “Not doable jobs!” Exploring senior women's attitudesto academic leadership roles, Women's Studies International Forum, Volume 28, Issues 2–3, May–June 2005, Pages163-180, ISSN 0277-5395, 10.1016/j.wsif.2005.04.005.4. O’Bannon, D., Garavalia, L., Renz, D., and McCarther, S. (2010). Successful Leadership Development forWomen STEM Faculty, Leadership Manage. Eng. 10, SPECIAL ISSUE: Women in Civil Engineering, 167–173.doi:10.1061/(ASCE)LM.1943-5630.00000805. Naomi Chesler, Peg Single, Borjana Mikic, On Belay: Peer-Mentoring and Adventure Education
pertaining to the diversity of the engineering field and young people’s awareness of engineering • Now What (are you going to do)? o How did this activity relate to --------’s motto “Educate for Service”? o Will you continue outreach and life long learning about the engineering field/ diversity after you graduate? If so, how? All of the responses were coded and tallied using Excel for the quantitative survey resultsand using custom software to detect and tally themes for the qualitative results. Identifiers wereused to maintain anonymity of the respondents, and data was stored on a password-protectedcomputer. Specific themes were identified and coded with
careers; however,identifying and tracking these had not resulted in improved situations at most of thoseinstitutions.1 Prior to submitting the proposal similar documentation efforts had been ongoing atthe University of Maine. A 1992 internal report proposed ways to increase women faculty inscience and engineering. In 2003 the Office of Equal Opportunity concluded that for facultymembers hired in the 1980’s, men were significantly more likely to have been promoted toProfessor. One major issue identified in the literature involves the persistence of implicit biases,which are held by both women and men and which lead to individuals privileging male faculty
ofindividualized attention. Students value convenience, not incentive, in an extra help resource.Resources should be provided frequently, close to freshmen residence halls, and at varied times.Students also desire tutors who have a high understanding of the material and have an ability toexplain the material. Programs should strive to select tutors who can strike a balance betweendepth of knowledge and delivery of material. Paying attention to these attributes will increasethe likelihood that students will participate in supplemental instruction.References[1] S. A. Karabenick, "Seeking help in large college classes: A person-centered approach," Contemporary Educational Psychology, vol. 28, pp. 37-58, 2003.[2] C. A. Amenkhienan and L. R. Kogan
invited presentations - 13 plenary - at international and national forums, conferences and corporations. Since 1994, he has directed an extensive engineering mentoring-research academic success and professional development (ASAP) program that has served over 500 students. These efforts have been supported by NSF STEP, S-STEM, and CSEM grants as well as industry. Dr. Rodriguez’ research inter- ests include: control of nonlinear distributed parameter, and sampled-data systems; modeling, simulation, animation, and real-time control (MoSART) of Flexible Autonomous Machines operating in an uncertain Environment (FAME); design and control of micro-air vehicles (MAVs), control of bio-economic systems, renewable resources, and
interesting to certain groups ofpeople. For example, in the survey that was conducted, while both boys and girls found themessage “Engineering makes a world of difference” most appealing, girls’ second mostappealing message was “Engineering is essential to our health, happiness, and safety” whileboys’ second most appealing message was “Engineers are creative problem solvers.” Therecommendations from the report suggest that targeting certain messages to certain groups(audience segmentation) may be the most effective means of branding engineering in a positiveway. In fact, recommendation 2 says: “The choice of a specific message should be based on thedemographics of the target audience (s)”1 (p. 12).In the end, NAE suggested four main messages to be