Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Barnes , Rowan University; Nicholas Lenzi; Katherine G Nelson, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

participate in outreach programs as a working Professional Engineer.Mr. Nicholas LenziDr. Katherine G Nelson, Rowan University Katie just recently finished a postdoc at ASU and is currently working as temporary faculty int he college of engineering at Rowan University. Her research interests include complexity learning, cognition, and motivation. c American Society for Engineering Education, 2017 Understanding impacts of Women in Engineering K-12 Outreach ProgramsIntroductionThe percentage of women that are employed as engineers (14.5% as of 2015) has gone up since1985, when women made up only 5.7% of the engineering population [1]. Be that as it may, thepercentage of women in engineering has plateaued

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica J. Lofton, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Center for EducationStatistics reported in 2015, 31% of all STEM degrees and certificates awarded at all levels wereearned by women; STEM was defined to include biological and biomedical sciences, computerand information sciences, engineering and engineering technologies, mathematics and statistics,and physical sciences and science technologies [1]. The percentage of women earningengineering and computer science degrees was significantly lower.Numerous studies have been conducted to determine why more women do not enter and remainin a STEM field when the interest is clearly present. Lack of female representation in STEM isoften described as a leaky pipeline, where of the few women that begin in a STEM field, evenfewer persist and remain in STEM

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer S Gurski, Drexel University; Penny Louise Hammrich, Drexel Univeristy

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, 1997) and self-perception ofachievement. Additionally, underrepresentation means the limited presence of women as asubgroup in the engineering field. The term engineering is meant to encompass the eightengineering majors of academic study at the institution being researched, including biomedical,chemical, civil, computer, computer science, electrical, environmental, and mechanicalengineering.Review of the LiteratureThe following three areas of research have emerged surrounding young women’s entrance andpersistence in STEM majors, specifically engineering: 1) Self-efficacy, the social cognitivetheory, and the formation of a STEM identity; 2) pre-engineering pipeline experiences; and 3)gender equity and the underrepresentation of women in

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Students: Comparing and Contrasting Perceptions of the Engineering Skill SetIntroductionThe long-standing underrepresentation of females in engineering, both in Canada and the UnitedStates [1-3], is worrying because systemic issues may be the cause of an untapped talent pool.Furthermore, this professional underrepresentation is likely to continue since females are alsounderrepresented in engineering education programs [4, 5]. Figure 1 illustrates the percentage offemales in Canadian undergraduate engineering disciplines, and while Biosystems is composedof a female enrolment of over 40%, most disciplines have a significantly lower percentage offemale enrolment. Figure 2 illustrates the percentage of American bachelor’s

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

= 419). All of the girls in the Reach group were also invited to participate in a variety offollow-up gatherings and programs in their middle school and high school years. Applicants whowere not selected in the lottery, and any girls who started the two-week summer program but didnot complete it, were placed in the Control group (n = 312). Table 1 shows the number of girls inthe Reach and Control groups by program year.Data CollectionNames and birthdates of the 731 subjects were compiled from program records for the years1997 through 2010. We then collected three data points for each subject from admissionsrecords: whether she applied as an undergraduate (yes = 1, no = 0), whether she was accepted(yes =1, no = 0), and whether she enrolled (yes

Conference Session

Women in Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University; Lynn A. Albers, Campbell University; Michele Miller, Campbell University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, the program waslaunched with an initial class of approximately 100 first-year students in fall of2016.Building a new school of engineering affords a number of unique opportunities,including the chance to develop a program based on best practices, engineeringeducation research, and the recommendations of national reports such as"Educating the Engineer of 2020,"1 among others. It also provides the opportunityto recruit and graduate a more diverse cohort of engineers, by taking into accountresearch on attracting and retaining a broad spectrum of students. Given the dean’spersonal passion about and expertise in creating a culture of success for a broadspectrum of students, diversity was quickly added to the list of program goals.Those goals

Conference Session

Women in Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sara Hillman, Texas A&M University at Qatar; Ghada Salama, Texas A&M University at Qatar; Emilio Ocampo Eibenschutz, Texas A&M University at Qatar; Saly Mohamed Ali Awadh, Texas A&M University at Qatar; Lara El Said, Texas A&M University at Qatar

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. Based on the findings of the focus groups, we then designed an anonymous surveyto be sent to current TAMUQ female students (see Appendix B). 100 responses were recordedout of the 231 female engineering students, which resulted in a 43.29% response rate (seeAppendix C). The majority of the students who responded were Qatari (57%).Focus Group FindingsWhy our students chose engineering?In terms of why our students chose to study engineering, there were two main themes. Manymentioned a “passion” for fields such as mathematics or chemistry since a young age.Participants also discussed feeling the need “to prove” or “to show” something:Example 1: It’s like you want to do something different, to prove to everyone that you’re capable of

Conference Session

Women in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark M. Budnik, Valparaiso University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

theories to explain the increasing enrollment of women in the class. We will present ourconclusion that the increase in female enrollment is a result of a number of different factors,rather than one single reason.IntroductionLike many other engineering programs, Valparaiso University has worked diligently to increasethe enrollment of women and under-represented minorities in its exclusively undergraduateengineering programs. However, such enrollments have only oscillated about the nationalaverage over the past ten years. While there is slight variation from year-to-year, the distributionof the women enrolled in the various programs also mirrors national averages (see Table 1).Table 1. Enrollment of Female Students, Male Students, and Percentage of

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christina L. Carmen, University of Alabama, Huntsville; Deborah Lynn Fraley, Women in Defense, TN Valley Chapter

Tagged Divisions

Women in Engineering

UAH/WID STEM tools have been delivered to local schools in the Tennessee Valleyarea, as well as to a regional hands-on science center. A multitude of STEM principles areconveyed and demonstrated via the tools. Fig. 1 provides a sampling of recent tools. AdditionalSTEM tools include, but are not limited to, the following: multiple tabletop wind tunnels,earthquake simulators, pulley systems, ballistic pendulum, solar system display, catapults, hybridFigure 1. UAH/WID STEM tools, clockwise from top left: fluid flow circuit, Wimshurstmachine, mechanical and solar energy race track, dyslexic brain display, “Space Pong”-potentialand kinetic energy display (photo credits: C. Carmen)engine, water distillation system, and re-configurable learning

Conference Session

Women in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lesley Cremeans, Texas Tech University; Audra N. Morse P.E., Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

-Corps, 2012).NSF’s I-Corps seeks to foster entrepreneurship through a customer and business modeldevelopment to advance the commercialization of technology. The NSF’s strategic plan for the2011-2016 fiscal years (FY) is to focus on empowering the nation through discovery andinnovation (NSF, I-Corps, 2012). The NSF I-Corps aims to develop and nurture innovationecosystems through three specific components: 1) Teams, 2) Nodes, and 3) Sites. I-Corps Teamsis the technical, entrepreneurial, and business education needed to launch innovations. I-CorpsNodes gather, analyze, evaluate, and utilize data to enhance our nation’s innovation capacitythrough education, infrastructure, and research that will benefit society. I-Corp Sites aim tonurture and

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Donna C. Llewellyn, Boise State University; Vicki Stieha, Boise State University; Ann E. Delaney, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

recognize that STEM is a path that is open to them if they want to take it. c American Society for Engineering Education, 2017 Ten Years Later – Where Are They Now?AbstractThis paper explores the educational and career trajectories of the alumnae of an outreach activityfor girls. The outreach activity was originally developed using an integrated marketing approachto attract girls into engineering programs.1 The program, a two day, overnight experience forrising 9th, 10th and 11th grade girls, focuses on showcasing engineering as an exciting, creativeactivity, including activities developed from that perspective. Started in 2005 and held annuallysince then, a total of over 500 girls have

Conference Session

Women in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Lysbeth Henderson, West Virginia University; Karen E Rambo-Hernandez, West Virginia University ; Christina Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

“personal identification with the duties, responsibilities,and knowledge associated with a professional role” (Eliot and Turns, 2011, p. 631).Development of an engineering identity thus requires students to (Stevens, O'Connor, Garrison,Jocuns & Amos, 2008 ; Trede, Macklin and Bridges2011): (1) understand the roles of engineersand acquire the necessary disciplinary content through doing; (2) interact with others in theprofession and be recognized as an engineer (identities are inherently social), and (3) engage insensemaking to reconcile the beliefs and identities the student brings with them to engineeringwith the expectations placed on them by the profession. The process of developing a professionalidentity is impacted by the socialization

Conference Session

Listening and Negotiation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Kevin D. Hall, University of Arkansas; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Amy J Moll, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

Minorities in Engineering, Women in Engineering

students for several years while the faculty securesexternal funding. It might contain details surrounding reimbursements associated with movingcosts. It might describe a certain square-footage laboratory. Such start-ups can run to hundreds ofthousands of dollars of support at research-intensive institutions, and future faculty membersshould be careful to understand what the “going rate” for a start-up might be at the institutionsthey are interviewing with. (Tactic #1: Do your homework – ground your request in facts.)1BackgroundAs described in “Getting to Yes: Negotiating Agreement Without Giving In,”2 which uses“Harvard Principled Negotiation,”2,3 any method of negotiation may be evaluated based on threecriteria: first, it should produce a “wise

Conference Session

Women in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Audra N. Morse, Texas Tech University; Kayleigh Millerick, Texas Tech University; Kay J. Tindle, Texas Tech University; Lesley Cremeans, Texas Tech University; Stephanie J. Jones, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

issues.Despite these statistics and the national focus on diversity, work to improve diversity of facultyin institutions of higher learning, particularly in STEM, is questioned. Justifications for the needfor faculty diversity in STEM is usually justified by because (1) it is the right thing to do, (2)females represent at least 50% or more of the college population but the percentage is notreflected in STEM, (3) including females in the process of design adds dimensions to the design,improving the solutions ability to serve society, just to name a few. However, these reasons donot resonate with all members of an academic community and other theory based and evidencebased approaches need to be made to justify the need for diversity of faculty in STEM

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

figurebelow (figure 1) indicates progress at UD in the area of recruitment and retention since the PAIDgrant. The PAID grant seeded opportunity to engage in more extensive efforts aroundinstitutional change and played an important role in the development of the current NSFInstitutional Transformation (IT) grant. Ag & Natural Resources CAS, Natural Sciences CAS, Social Sciences 2006 Earth, Ocean, Environment Engineering 2015 Health Sciences 0 10 20 30 40

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sreerenjini C. Nair, University of the Incarnate Word; Michael Frye, University of the Incarnate Word

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

educationalinstitutions in Texas. There has been numerous studies in education that emphasize theimportance of teaching and learning science in middle school classes.1 By having an earlyexposure to the fundamental aspects of science at the elementary or middle school levels, thestudents and their parents can make an informed decision about pursuing a university educationin STEM.2,3 The authors’ discussions with various funding agencies and many professionals inK-12 STEM education point to the fact that there needs to be more emphasis given to thestudents and their parents regarding the importance of studying science at the elementary andmiddle school levels .4,5,6 An additional motivation was the passing of State House Bill 5 (HB5). The bill

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicole Yates, National Society of Black Engineers; Roberta Rincon, Society of Women Engineers

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

in hiring and reviews of performance due to implicitbias[12]. Women of minority backgrounds are held to stricter standards of competence than whitesand are less likely to be recognized for their skills[21].The purpose of this study, a joint venture between two professional engineering associations, istwofold: 1. Determine what challenges underrepresented minority female engineers have experienced early in their careers 2. Identify the strategies underrepresented minority female engineers employ to cope with those vocational challengesThe target population for this study is underrepresented minority women who are one to fiveyears into their engineering careers. We chose this population because women compriseapproximately half

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anne-Marie A Lerner, University of Wisconsin, Platteville; Christopher Frayer, University of Wisconsin - Platteville

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

balanceissues are discussed throughout the year, and several activities involve the families of the new facultyand staff, including a community parade and a dinner reception hosted by local business leaders. Thispaper discusses the logistics of building such a community, and best practices that have made itsuccessful on the UW-Platteville campus. Factors contributing to success include: gaining buy-in fromkey campus administrators, using mid-level faculty as NFLC coordinators, funding courserelease/overload compensation for each faculty coordinator, having campus administrators regularlyreaffirm the benefits of participating in the NFLC, and implementing changes based upon participantfeedback.1 IntroductionHiring a new faculty member is an

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Elizabeth Dell, Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CAST); Sharon Patricia Mason, Rochester Institute of Technology; Margaret B. Bailey, Rochester Institute of Technology (COE); DeLois Kijana Crawford, Rochester Institute of Technology (GCCIS)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

diversifying theuniversity population and to developing educational, structural, and policy measures to ensure itsongoing health and prosperity. In 1998, a University Diversity Action Plan was written; theposition of assistant provost for diversity was created to oversee the implementation of the actionplan; and a unique and highly successful African American, Latino American, and NativeAmerican (AALANA) faculty recruitment program was developed. As a result, the percentage ofAALANA tenured and tenure-track (T/TT) faculty grew to 9.8%[1]. In 2007, the university’s newpresident introduced two gender-related performance commitments to support strategic goalsfocused on increasing both the percentage of entering undergraduate women and the percentageof

Conference Session

Women in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kaitlin I Tyler, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois, Urbana-Champaign; Nicole D. Jackson, University of Illinois at Urbana-Champaign; Wan-Ting Chen, University of Illinois at Urbana Champaign; Chaoyang Liu, University of Illinois at Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign

Tagged Divisions

Women in Engineering

about thevarious aspects of the application package and then implement said information in drafts of theirown7. While other programs exist for faculty preparation at this university, iFEAT alone givesthe participants a copy of faculty job package at the end.In order to understand the efficacy of the program, surveys have been conducted at thebeginning, middle, and end of each year 7,8.This is the third year iFEAT has been run. Figure 1 shows a schematic of the breakdown of thethree different program years. For Year 3, dramatic changes have been made. The majority ofthese changes revolve around the research statement.Figure 1: Year by Year Breakdown of iFEAT Program StructureYear 1 and Year 2 Data:The motivation for the Year 3 changes come from

Conference Session

Gender Bias in Student Evaluations of Teaching

Collection

2017 ASEE Annual Conference & Exposition

Authors

Agnes G d'Entremont, University of British Columbia, Vancouver; Hannah Gustafson, University of British Columbia

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

her PhD in Mechanical Engineering from the University of British Columbia. Her research focus is biomechanics. c American Society for Engineering Education, 2017 PANEL: Gender Bias in Student Evaluations of TeachingStudent evaluations of teaching (SET) are important in the university setting for determiningtenure and promotion. In 2000, 88% of deans surveyed reported their colleges “always used”systematic student ratings to evaluate faculty teaching performance, and that number increased in2010 to 94%1. Given the widespread usage of SET, it is important to consider biases, such asthose due to gender, that may influence these evaluations. In particular, engineering has a lowproportion of women

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gloria Ma, Wentworth Institute of Technology; Lili Ma, New York City Colledge of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

-long roboticsworkshop. Table 1 lists the lesson plans for both Year 1 and Year 2. As can be seen, manymodifications were made in Year 2. Table 1: Lesson Plan Semester # Year 1: 2014-2015 Year 2: 2015-2016 Hardware Assembly and Graphic Overview of Robotics; Graphic 1 Programming Programming Introduction to ROBOTC (1): Introduction to ROBOTC (1): Motor 2 Motor Behavior Behavior Introduction to ROBOTC (2): Introduction to ROBOTC (2): Motor

Conference Session

Women in Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Ohio State University; Jung Sook Kim, Ohio State University; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette (College of Engineering); Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Ebony Omotola McGee, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

male dominance in the field.1 Among thechallenges women faculty face include gender disparities1 and unfavorable environments thatpush them out of the engineering profession.2 Discrimination against women, however, may notbe fully accounted for by gender alone, particularly for WOC who face the “double bind” ofexperiencing challenges as women and as people of color.3,4,5 Despite the acknowledgement ofunique challenges facing WOC in engineering, there is a dearth of empirical research of WOCfaculty in engineering.6,7 New research should explore the complex experiences of WOC acrossvarious institutional and social contexts. With growing interests in the perspectives of WOC inacademic and nonacademic (e.g., Margo Lee Shetterly’s bestselling

Conference Session

Women in Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J Krause, Arizona State University; Casey Jane Ankeny, Arizona State University; Robert J Culbertson, Department of Physics, Arizona State University; James A Middleton, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, in higher education it is common to find that facultymembers are evaluated for their work in three principal areas: scholarship, teaching, and service.However, these areas are not necessarily held in the same regard vis-à-vis institutional orscholarly respect. Work output is most typically defined as productivity of refereed publicationsand grants obtained and not primarily in terms of teaching or advising students.1, 2In recent years, organizations such as the National Science Foundation have promoted theconnection between teaching and research, such as through the Engineering Research CentersProgram. However, evidence exists that faculty who emphasize teaching and advising more thanresearch are not viewed as role models in academia

Conference Session

Women in Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

and their percentagefemale enrollments and bachelor’s degrees awarded to women.1 In that study, percentages of totaldegree credit hours comprised of free electives and course choices were delineated for 84 highly-regarded (in terms of US News & World report rankings) engineering programs. Significantcorrelations were found between curricular choice and percentage female enrollments andbachelor’s degrees awarded to women; the greatest correlations were found for mechanicalengineering (a discipline with a low percentage of women enrolled8). The results pointed to theneed for additional research to ascertain whether undergraduate engineering programs can attractand graduate more women by providing more customizable degree program options.In

Conference Session

Women in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelsey Morgan Irvin, University of Missouri, Columbia; Elizabeth Hiteshue, Bain & Company; Samantha Laurel Swanson; Caroline Missouri Wochnick, Augsburg College; Hannah Bech, AmeriCorps VISTA; Amanda Marie Kapetanakis, Augsburg College; Mary Yvonne Lanzerotti, Air Force Institute of Technology; Derrick Langley, Space and Missile Center, Enterprise Ground Services Office (SMC/ADZS); Michael Geselowitz, IEEE History Center at Stevens Institute of Technology; MaryAnn C. Hellrigel, IEEE, IEEE History Center; Gregory Alan Good, American Institute of Physics

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

participatingstudents graduated with a STEM degree. Interviews collected in this project are previouslypublished on the IEEE Engineering Technology and History Wiki (ETHW). Following the oralhistory interviews, the students write reflections to answer the following three research questions(RQ). RQ#1 is “What are the key factors that led to the success of the distinguished leaders?.”RQ#2 is “What are the crucial skills that enabled their success?.” RQ#3 is “What is the impacton my career path?”One objective of this paper is for the participating female students, who are majoring in STEMfields, to present their reflections on the three research questions. A second objective is for thestudents to describe the impact, if any, that carrying out interviews of

Conference Session

Women in Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Walling Doty, University of Delaware; Robin Andreasen, University of Delaware; Dandan Chen, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

to our study because at our institution theADVANCE team works with department chairs as a means of improving departmentalmicroclimates to foster faculty job satisfaction. Department chairs receive little formal trainingas administrators45 so it is understandable that they encounter situations (such as a pregnantfaculty member) that they’re not readily prepared to handle. Our primary aims through ourdepartment chair activities are (1) to provide information and case studies on policies andprocedures that affect faculty work life and advancement, and (2) to provide space for discussionso that chairs may network and learn from each other’s experiences.Institutional mentoring, in this context, refers to formal (institutionalized with explicit

Conference Session

Women in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Agnes G. d'Entremont, University of British Columbia, Vancouver; Hannah Gustafson, University of British Columbia; Katherine A. Lyon, University of British Columbia ; Jonathan Verrett P.Eng., University of British Columbia; Kerry Greer, Department of Sociology, University of British Columbia; Atif Shoukat Ali, University of British Columbia

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

earned her PhD in Mechanical Engineering from the University of British Columbia. Her research focus is biomechanics.Katherine A. Lyon, University of British ColumbiaDr. Jonathan Verrett, University of British Columbia Dr. Jonathan Verrett is an Instructor in the Department of Chemical and Biological Engineering at the University of British Columbia in Vancouver, Canada. He teaches a variety of topics with a focus on design in chemical and biological engineering. His pedagogical interests include open education, peer- learning and leadership development.Dr. Kerry Greer, Department of Sociology, University of British Columbia Kerry Greer is an Instructor 1 in the Department of Sociology, at the University of British

Conference Session

Women in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kath Xu, Massachusetts Institute of Technology; Dawn Wendell, Massachusetts Institute of Technology; Andrea S. Walsh, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

engineering majors, an unheard-of percentage among peer schools and largeengineering programs. This figure, moreover, surpasses even MIT’s current overallundergraduate ratio of 46.1% female (“Number of Women Students”).And this figure surpasses those of other engineering programs which traditionally skew heavilymale as well, such as electrical engineering and computer science. Figure 1, which compares theundergraduate female percentages at MIT to the percentage of bachelor’s engineering degreesawarded to women nationally, illustrates the striking progress made by MIT, and the mechanicalengineering department in particular.Figure 1:​ The ratio of the female percentage in engineering departments at MIT to those nationally basedon most recent statistics

Conference Session

Women in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ali Ahmad, Northwestern State University; Jerie Pedescleaux, Northwestern State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

a more personal and interesting manner are a good example of such innovations.The percentage of women involved in various STEM fields remains relatively low, especially inengineering. However, K-12 female students involved in mathematics and science courses tendto perform on par with their male counterparts, with female students showing a higher tendencyto enroll in advanced science courses (22% female versus 18% male). The exception to this iscomputer science and engineering courses, in which male students are more likely to enroll thanfemale students with engineering at 3% versus 1% and computer science courses at 7% versus4%. In higher education women earned 57.3% of bachelor’s degrees in all fields in 2013 and50.3% of science and