Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M Frehill, National Action Council for Minorities in Engineering

Tagged Divisions

Women in Engineering

?  What are the key features of MEP and WIE offices?  To what extent do institutional/contextual factors affect the representation of women? At institutions with relatively high numbers of women of color, how are these student services structured? Does institutional type impact these organizations and outcomes related to women of color in engineering? (E.g., private/public, research-intensive or bachelor’s granting, engineering specialty and minority, etc.)  What role can scholarship programs that target minority engineering students play in leveling the field for women of color in engineering? How can such programs keep in mind the double-bind for women of color within colleges of engineering?The

Conference Session

WIED Olio

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sarah Hug, University of Colorado, Boulder; Susan Jurow, University of Colorado at Boulder; Wendy C. Chi, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

AC 2011-1837: EVOLVING IDENTITIES: UNDERGRADUATE WOMENPURSUING THE ENGINEERING PROFESSORIATESarah Hug, University of Colorado, Boulder Dr. Sarah Hug is Research Associate at the Alliance for Technology, Learning, and Society (ATLAS) Institute, University of Colorado at Boulder. Dr. Hug earned her PhD in Educational Psychology at the University of Colorado, Boulder. Her research and evaluation efforts focus on learning science, tech- nology, engineering, and mathematics, with a special interest in communities of practice, creativity, and experiences of underrepresented groups in these fields across multiple contexts.A. Susan Jurow, University of Colorado at Boulder A. Susan Jurow is an Assistant Professor and Co

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Beth M Holloway, Purdue University, West Lafayette; Teri Reed-Rhoads, Purdue University, West Lafayette; Lorie Groll, Purdue University

Tagged Divisions

Women in Engineering

: Enlisting Race, Resisting Power, Transforming Democracy. 2002: Harvard University Press.4. ASEE, 2009 Profiles of Engineering and Engineering Technology Colleges. 2010.5. Morrobel-Sosa, A., Minding the canary in the academy: A case for inclusive transformational leadership, in American Academy of Colleges and Universities. 2005.6. Moore, K.A., V.B. Brown, and H.J. Scarupa, The uses (and misuses) of social indicators: Implications for public policy. Child Trends Research Brief, 2003. Publication #2003- 01(February 2003).7. Holloway, B.M., T. Reed-Rhoads, and L.M. Groll, Defining the "Sophomore Slump" within the Discipline of Engineering, in Global Colloquium on Engineering Education. 2010

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

Page 22.263.11from American Society of Engineering Education: http://www.asee.org/member-resources/groups/divisionsAstin, A. W., Vogelgesang, L. J., Misa, K., Anderson, J., Denson, N., Jayakumar, U., et al. (2006). Understandingthe effects of service-learning: A study of students and faculty. Los Angeles, CA: Higher Education ResearchInstitute at UCLA.Astin, A., Vogelgesang, L., Ikeda, E., & Yee, J. (2000). How service learning affects students. UCLA. LA: HigherEducation Research Institute.Beering, S. C. (2010). Preparing the next generation of STEM innovators. Arlington, VA: National Science Board.Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1997). Women's ways of knowing: Thedevelopment of self, voice and mind

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Jordana Hoegh, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

AC 2011-2091: EXPLODING PIPELINES: MYTHOLOGICAL METAPHORSSTRUCTURING DIVERSITY-ORIENTED ENGINEERING EDUCATIONRESEARCH AGENDASAlice L. Pawley, Purdue University, West Lafayette Dr. Alice L. Pawley is an assistant professor in the School of Engineering Education and an affiliate faculty member in the Women’s Studies Program at Purdue University. She has a B.Eng. in Chemical Engineering from McGill University, and an M.S. and a Ph.D. in Industrial and Systems Engineering with a Ph.D. minor in Women’s Studies from the University of Wisconsin-Madison. She is Co-PI and Research Director of Purdue University’s ADVANCE program, and PI on the Assessing Sustainability Knowledge project. She runs the Research in Feminist

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elaine R. Millam, University of Saint Thomas; Ronald J. Bennett, Univeristy of Saint Thomas

Tagged Divisions

Women in Engineering

with a generalrelaxation in traditional gender-role attitudes as well as changes in public perceptions of whatleadership entails. Yet in contexts still defined in the public mind as requiring masculinequalities, women face tough barriers that stem from the difficulty of simultaneously transcendingand accommodating to gender stereotypes. It is critical to understand some of these barriers inorder to help women break them down and be determined enough to work their way throughthem. This paper shares some the stories of some brave young engineering women who aredoing just that.Catalyst Research1 reports that there are 51.4% of U.S. women in management, professional andrelated occupations today in Fortune 500 businesses. Furthermore, they report

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cassandra Groen, South Dakota School of Mines and Technology; Jennifer Karlin, South Dakota School of Mines and Technology; Andrea E. Surovek, South Dakota School of Mines and Technology

Tagged Divisions

Women in Engineering

AC 2011-2242: INTENTIONS AND EXPECTATIONS ARE NOT ENOUGH:THE REALITY OF ORGANIZATIONAL IMPROVEMENT AND MENTOR-ING PROGRAMSCassandra Groen, South Dakota School of Mines and Technology Cassandra Groen is a graduate student emphasizing in structural engineering at the South Dakota School of Mines and Technology in the Civil and Environmental Engineering Department. Her thesis work is in Engineering Education and she is the first student at the South Dakota School of Mines and Technology to research in this field.Jennifer Karlin, South Dakota School of Mines and Technology Jennifer Karlin is an associate professor of industrial engineering at the South Dakota School of Mines and Technology and the faculty development

Conference Session

Managing Dual-Career Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University; Beena Sukumaran, Rowan University; Jacqueline A. El-Sayed, Kettering University; Donna Reese, Mississippi State University; Brian P. Kirkmeyer, Miami University

Tagged Divisions

Women in Engineering

AC 2011-2792: DUAL CAREER PANELAdrienne R. Minerick, Michigan Technological University Adrienne Minerick is an Associate Professor of Chemical Engineering at Michigan Tech having moved from Mississippi State University in Jan 2010, where she was a tenured Associate Professor. She received her M.S. and Ph.D. from the University of Notre Dame in 2003 and B.S. from Michigan Technological University in 1998. Adrienne’s research interests include electrokinetics and the development of biomedi- cal microdevices. She earned a 2007 NSF CAREER award; her group has published in the Proceedings of the National Academy of Science, Lab on a Chip, and had an AIChE Journal cover. She is an active men- tor of undergraduate

Conference Session

Recruitment & Retention of Women II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne Keilson, Loyola University, Maryland; Irah Modry-Caron, Loyola University, Maryland

Tagged Divisions

Women in Engineering

AC 2011-2124: WOMEN AND ALANA STUDENTS’ RETENTION ANDPROGRESS TOWARDS STEM DEGREES AT A PREDOMINANTLY LIB-ERAL ARTS INSTITUTIONSuzanne Keilson, Loyola University Maryland Suzanne Keilson currently serves as Associate Dean of Loyola College of Arts and Sciences at Loyola University Maryland. She is a member of the Engineering Department where she teaches courses in Introduction to Engineering, Signal Processing, and Electric and Magnetic Properties of Materials. Her research interests include auditory signal processing, universal and sustainable design, design education and STEM education especially for underrepresented groups. She has a Ph.D. in Applied Physics from Columbia University, New York.IRAH MODRY-CARON

Conference Session

WIED Olio

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carmen G. Villa, Universidad Panamericana, Mexico City; Elsa Gonzalez, Texas A&M University

Tagged Divisions

Women in Engineering

AC 2011-354: THE RIGHT TO EDUCATION FOR FEMALE ENGINEER-ING STUDENTS IN MEXICO. CULTURAL CONSIDERATIONS IN THEIRRETENTIONCarmen G Villa, Universidad Panamericana, Mexico City Carmen Villa works at the College of Engineering at Universidad Panamericana in Mexico City. She re- ceived a B.Sc. degree in Computer Science Engineering from Tec de Monterrey in Mexico City; a D.E.A. in Computer Science from the INPG in Grenoble, France; and a Ph.D. in Educational Administration and Human Resource Development from Texas A&M University. Her interest in education has grown out of her more than 15 years of teaching experience and her passion for equity in higher education. Her research interests include underrepresented

Conference Session

Recruitment & Retention of Women I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lois Calian Trautvetter, Northwestern University; Rose M. Marra, University of Missouri, Columbia; Lisa R. Lattuca, Pennsylvania State University, University Park; Katie L. Piacentini, University of Missouri - Columbia; David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Women in Engineering

example of this legacy. And one engineering faculty memberexplained to us what was a distinguishing feature: “ . . .first of all, the legacy, obviously Howardhas so many great minds that came out of Howard . . . that [students] come to Howard to get outof all whatever prejudice . . .They are really themselves. Howard gives that. There is somethingabout Howard.” One of the first observations at MIT is that the student population is diverse. Researchersdo not notice an imbalance between males and females. Pursuing diversity and excellence aretwin goals of MIT Admissions. One administrator describes the first hurdle for applicants; hestates that students have to be able to get though the multiple calculus classes. “It doesn’t matterif they

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carroll Suzanne Seron, University of California, Irvine; Erin A. Cech, University of California, San Diego; Susan S. Silbey, Massachusetts Institute of Technology; Brian Rubineau, Cornell University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

of the sites of this inquiry that are themselves theoretically important: theinstitutions‟ (1) approach to engineering education and (2) commitment to gender parity. Inengineering education, the pedagogical debate revolves around the sequencing of “learning” and“doing” engineering and is succinctly articulated in MIT‟s emblematic motto: mens et manus,mind and hands.iv Pedagogical models focus on the sequence of training minds and hands.Engineering education at MIT and UMass begins with the premise that one must learn (science)before one can do (engineering), “learn then do.” Smith and Olin, by contrast, begin with thepremise that it is best to “do and learn” (science and engineering) at the same time.v Althoughboth MIT and UMass have long

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

effective mentorship and social support tracks directly onto gender, ethnic, race,and class differences. With this contingency in mind, the measurement of self-efficacy can betied to a much larger social project. Most suggestively, Jaffee and Riley draw our attention tothe fact that it is in leaving engineering that some women express agency. We certainly need notaccept as final or desirable the departure of these young women from STEM fields, but if we areto understand the complex relationship between identity, self-efficacy, and equitableopportunities in STEM disciplines, such broadened definitions of what counts as self-confidenceand self-determination will be vital. McLoughlin's work on so-called non-traditional students (aproblematic word in