Displaying all 11 results
- Conference Session
- Women in Engineering Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Kristina Rigden, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona; Nicole Gutzke, Cal Poly Pomona
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
enable students to discuss their Wearable Technology projectand think about how to program the project so it will be successful.Project-Based Learning The Femineer® Program encourages students to engage with the curriculum in a hands-oncapacity. Hands-on learning helps students process abstract concepts while connecting them to thedesired educational outcomes [6]. Using a hands-on approach can help foster 21st century skillsand enhance student achievement [7]. Hands-on learning is an integral part of the Femineer®Program. The Femineer® curriculum is based upon a 30-hour project that students completethroughout the year. With project-based learning, the instructional approach empowers students towork collaboratively to solve a complex
- Conference Session
- Women in Engineering Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jennifer A Gatz, Stony Brook University; Angela M. Kelly, Stony Brook University; Monica F. Bugallo, Stony Brook University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
Paper ID #25688A Mixed Methods Analysis of Goals and the Impact of Peer Mentoring forParticipants in the WISE Honors ProgramDr. Jennifer A Gatz, Stony Brook University Public STEM education teacher of AP Biology and AP Research for Patchogue-Medford School District. Ph.D. in Science Education from Stonybrook University, 2017. Research affiliate at Stony Brook Univer- sity’s Institute for STEM education evaluating persistence, motivation, social and academic integration of women in science and engineering at the undergraduate level.Dr. Angela M. Kelly, Stony Brook University Angela M. Kelly is an Associate Professor of
- Conference Session
- Women in Engineering Division Technical Session 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Sagit Betser, University of California, Davis; Lee Michael Martin, University of California, Davis; Rebecca Ambrose Ph.D., University of California-Davis
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
about“people” an act of giving significance to the story in the context of participating in the program.Across the interviews, every girl described her interest in making and all but one described activeinvolvement in different modes of making. Some of the girls described making at homefollowing specific YouTube channels or as a mutual interest with a family member. For others,making was an integral part of their school as they participated in maker classes or followed atrack in school. Eight girls described a specific STEM discipline as one of their career options.Half of the girls who came to the program described learning about the program from asupportive teacher who encouraged them in pursuing their interest in making.At the same time
- Conference Session
- Women in Engineering Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Leslie Potter, Iowa State University; Richard Stone, Iowa State University; Devna Fay Popejoy-Sheriff, Iowa State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
with the IMSE department’s curriculum committee andfaculty will ensue.AcknowledgementsThe authors would like to acknowledge Iowa State University’s Miller Faculty Fellowshipprogram, the John Deere Foundation, and the Iowa Space Grant Consortium for providing thefunding necessary to implement and assess the impact of this pedagogy in an industrialengineering curriculum.References[1] Yoder, B.L., “Engineering by the Numbers,” www.asee.org/colleges, accessed 03FEB19.[2] Lichtenstein, H.L. Chen, K.A. Smith, and T.A. Maldonado, “Chapter 16 – Retention andPersistence of Women and Minorities Along the Engineering Pathway in the United States,”2013, Cambridge Handbook of Engineering education Research, pp.311-334.[3] US Bureau of Labor and Statistics
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Keith J. Bowman, University of Maryland, Baltimore County; Sue Rosser, California State University System, Office of the Chancellor
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
equitable STEM experiences. Such a requirement could foster an interestin STEM subjects and careers in more, diverse students, while reducing the focus on STEMpipelines. This would parallel the situation in some other countries where the college track requiresall students to follow the same curriculum, regardless of gender. In another way, it would alignwith education in the humanities and social sciences where the focus is not explicitly on careersand pipelines, but on knowledge. Harvey Mudd College has had success in reaching gender parityin computer sciences by starting first year students at the same place, making certain that all takeIntroduction to Computer Science, thereby eliminating the effect of women feeling less preparedbecause of prior
- Conference Session
- Women in Engineering Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Chaoyi Wang; Michael Frye, University of the Incarnate Word
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
.” Influences on Attitudes towards STEM. It is important to understand students’perspectives of learning STEM subjects. As they expressed, math was a big challenge for them,because it was related to science, engineering, and other STEM subjects. The concepts andproblems in math (e.g. algebra and fractions) were difficult to understand and were lessinteresting than other subjects. While, in science learning, students had troubles to comprehendthe concepts, integrate the knowledge, and solve complicated problems. However, studentsbelieved their capabilities to get good grades and push forward in math and science learning. After participating in two-weeks STEAM camp, students indicated the cooperativelearning environment was an important factor
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jia G. Liang, Kansas State University; Rick Evans, Cornell University; Stacey E. Kulesza, Kansas State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
Engineering at Cornell UniversityDr. Stacey E. Kulesza, Kansas State University Dr. Stacey Kulesza is an assistant professor in the civil engineering department at Kansas State University. Dr. Kulesza teaches undergraduate and graduate courses in geotechnical engineering and is a licensed engineer in the state of Kansas. c American Society for Engineering Education, 2019 We are thriving! Undergraduate women in engineering student project teamsAbstractFor more than two decades, female participation in undergraduate engineering programs hasremained stuck at 20%. The research focus has been on women who either choose not to enrollor withdraw. We propose a change in
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Bradley Joseph Priem, Northeastern University; Caroline Ghio, Northeastern University; Hannah Boyce, Northeastern University; Sydney Anne Morris, Northeastern University; Emma Kaeli, Stanford University; Tyler Byrne Cole, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
curriculum than any individual factor.First-year college performance and subsequent retention and successSimilar to how a student’s high school achievement and experiences may be indicative of theirfirst-year success, first-semester GPA also has been found to correlate with retention and GPA atgraduation. Students with low grades at the start of their undergraduate studies have been shownto be less likely to be retained within an institution of higher education [4]. For example, a studyconducted at the University of Alabama reported a 48% higher graduation rate for students whohad a first-semester GPA higher than 3.00 compared to those with a first-semester GPA less than2.25 [6]. Raju and Schumacker [6] found that first-semester GPA in college along
- Conference Session
- Women in Engineering Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Alexa Rihana Abdallah, University of Detroit Mercy; Diane L. Peters, Kettering University; Gloria Guohua Ma, Wentworth Institute of Technology; Stephanie G. Wettstein, Montana State University; Maryam Darbeheshti, University of Colorado, Denver; Karinna M. Vernaza, Gannon University; Christina Keenan Remucal, University of Wisconsin-Madison
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
Paper ID #25597How Faculty Advisers and Counselors View their Role in the SWE Organiza-tionDr. Alexa Rihana Abdallah, University of Detroit Mercy Alexa Rihana Abdallah is a Professor in the Civil and Environmental Engineering Department at the University of Detroit Mercy. She earned both her M.S. and Ph.D. in Environmental Engineering from the University of Michigan.Dr. Diane L. Peters, Kettering University Dr. Peters is an Assistant Professor of Mechanical Engineering at Kettering University. Dr. Peters teaches courses in the dynamic systems and controls area, and is faculty advisor to the SAE/GM AutoDrive Challenge
- Conference Session
- Women in Engineering Division Technical Session 6
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Ellen K. Foster, Purdue University-Main Campus, West Lafayette (College of Engineering) ; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
matters.Another theme identified in both sets of data was the exploration of and importance ofpedagogical innovation toward changing mindsets and cultures, specifically as a way to criticallyengage and reflect on the values and ethics embedded in technology as well as educationaldesign. For engineering educators, this arose most often as an issue in the curriculum – thesiloing of engineering coursework from ethics or social responsibility explorations in science andtechnology studies classrooms. Participants identified the success of integration, such asproblem-based work that had students engage real-world problems with dire consequences, or (inlieu of such examples) shared aspirations to achieve integration of ethics and socialresponsibility into the
- Conference Session
- Women in Engineering Division Technical Session 2
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Behzad Beigpourian, Purdue University, West Lafayette ; Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
decreased during the semester because they had a group discussion about theimportance of diversity in teams. Working in diverse teams also increased the teamworkskills of students. However, there were some significant negative changes in the opinions ofstudents about including diversity in an engineering curriculum or teaching diversity byuniversity professors. Also, students did not have the motivation to combat racial bias whereit existed in teams.Fila and Purzer [24] investigated whether gender diversity adds the number of creativesolutions in design team projects. They found that gender-balanced teams did not have morecreativity for developing design proposals comparing to all-male teams. But, gender-balancedteams that found more possible