Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine Delahanty, Bucks County Community College ; Jason Silverman, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #33241Creative Self-Efficacy of Undergraduate Women Engineering MajorsDr. Christine Delahanty, Bucks County Community College Dr. Delahanty is the Area Coordinator of Science and Engineering, and Professor of Engineering and Physics at Bucks County Community College (Bucks). She worked as an electrical engineer at General Electric Co. for nine years in both military and commercial communication satellite operations. Her research interests include investigating creativity within STEM education as a factor in cultivating diver- sity. She establishes technical, college level, programs of study for modernized

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amrita Dhakal Ghimire, Mississippi State University; Litany H Lineberry, Mississippi State University; Sarah B. Lee, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

programmingincreased from 5.5% to 7.0 % in spring 2019, and that measure decreased from 7.1% to 3.6% infall 2019. Males who indicated they are good in computer programming in comparison to theirpeers increased from 16.7% to 29.6% in spring 2019. Similar patterns can be seen in fall 2019 pre-to post- results where self-efficacy grew from 29.8% to 42.9% for male students, but remained flatfor females.Figure 3. Perceptions of Male vs Female between pre-post survey in Spring 2019 and fall 2019 (Column labels are in percentage).With the post-survey results across semesters presented in Figure 4, gaps between positiveperceptions of programming ability among males versus females is evident. The perception ofmale students reporting to be better at computer

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

retainingwomen engineering students? Do the virtual measures foster the same levels of self-efficacy inwomen engineering students as the previously offered face-to-face interactions? Do womenengineering students feel additional isolation from their peer group and perhaps question theircareer path when faced with an increased amount of online presence and the removal of criticalprograms aimed at increasing retention?While it is impossible to know the long-term impact on women engineering students due to thepandemic, it is possible to measure the immediate change in self-efficacy, sense of belonging andconfidence in program of study. This study measured changes in self-efficacy, belonging andconfidence of undergraduate women engineering students at a

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elaine Zundl, Rutgers, The State University of New Jersey; Laura Stiltz, Rutgers, The State University of New Jersey; Helen M. Buettner, Rutgers, The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

member.Since the inception of the Douglass Engineering Living-Learning Community in 2012, 42 first-year women have participated and completed the program. Of those women, 38 havesuccessfully stayed in an engineering curriculum (90% retention rate), and 29 have continued tolive together in another residence hall. To assess the effectiveness of this program on thepredictors of retention, all students participating were asked to complete the LongitudinalAssessment of Engineering Self-Efficacy (LAESE) developed by The Pennsylvania StateUniversity and University of Missouri. This instrument measures several outcomes related toretention and is widely used to better understand students’ feelings towards engineering. Focusgroups were also used to generate

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette (College of Engineering); Mayari I. Serrano, Purdue Polytechnic Institute; Rachel Ann Baker

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

personal impact of the conferenceand included questions related to conference usefulnesses, self-esteem, self-efficacy, and programlogistics, as well as feedback about the overall conference experience. The Heatherton and Polivy 11State Self-Esteem Scale (SSES) was specifically designed to measure state self-esteem, which isdefined as the temporary fluctuations in self-esteem. The SSES is generally considered to be astable qualitative measure that is psychometrically sound and valid in laboratory, classroom, andclinical settings 11 . Table 1 lists the 14 questions from the SSES utilized by this study to measurethe self-esteem subcategories of academic performance (seven questions) and social confidence(seven questions). A 5-point Likert scale was

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Dongyang Deng, North Carolina A&T State University; Cheryl Monique Stevens, North Carolina A&T State University; Kayla Gore; Iyshea Borders-Taylor, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

wereattributed to mastery experiences and positive emotional states as the maximum percentage ofgirls who used words related to the four Bandura self-efficacy categories were: masteryexperiences (86%); emotional states (62%); vicarious experiences (59%); and verbal persuasion(36%). The broader 18 emergent themes of girls’ learning experiences included knowledge,doing, national priorities, fun, emotions, sustainability, civic responsibility, mentors, arts, softskills, minority, and persistence. Most girls had positive learning experiences, with sometransitioning from ‘difficult’ to ‘easy’ as they gained mastery experiences. A few girls expresseddifficulty and discomfort with mathematics, measurements, equipment usage, and outdoorenvironments. The

Conference Session

Women in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christina S. Morton, University of Michigan ; Selyna Beverly, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, Science, & Arts and M-Engin which supports the engineering studentsin the College of Engineering. In this study we limit our focus to the experiences of engineeringstudents in the M-Engin program. Specific elements of the M-Engin program include: a summertransition program in which students gain exposure to the engineering curriculum, academiccoaching, study skill building, as well as career and professional development. Our studyexplores the relationship between students’ perceptions of the M-Engin program’s benefits andtheir engineering major confidence (a measure of self-efficacy) after their first year in college.We hypothesize that perceived program benefits of the M-Engin program will be positivelyrelated to women’s engineering major

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #21489Improving Middle-School Girls’ Knowledge, Self-Efficacy, and Interests in’Sustainable Construction Engineering’ through a STEAM ACTIVATED! pro-gramDr. Andrea Nana Ofori-Boadu, North Carolina A&T State University Dr. Ofori-Boadu is an Assistant Professor with the Department of Built Environment at North Carolina A & T State University. Her research interests are in bio-modified cements, sustainable development, and STEM education. Dr. Ofori-Boadu has served in various capacities on research and service projects, including Principal Investigator for two most recent grants from the Engineering Information

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

persistence in engineering as part of the CAEE’s (2007) Academic PathwaysStudy (APS), which identified 21 variables for persistence in engineering. The instrument’soverall goal was to collect data utilizing relevant questions from each survey instrument onindividuals’ experiences and perceptions during their K-14 and academic careers and to create acomprehensive picture of the culture-sharing group – in this case, the young women that hadpersisted in the research site’s College of Engineering.The MSLQ questions were used to identify within the results a measure of motivationalorientation for college engineering students (Pintrich et al., 1991) and examine women’s feelingsof self-efficacy to determine if patterns existed among the women in the

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Beth Sellers, University of Florida; Idalis Villanueva, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

measures to determine mismatches between how efficacious a woman in engineeringthinks she is versus the strategy she chooses and if it depends on the type of HC or who thecommunicator of the HC is. Our future work will compare the strategies used by people withother gender identities in engineering to see how:(1) others work to overcome HC inengineering, and (2) see how different others’ strategies are to those that women employ. We alsoplan to analyze responses to a self-advocacy item to determine how women extend their self-efficacy into advocating for themselves and others in engineering. With these findings, we aredeveloping professional development workshops to support women engineers’ advocacymentoring capacity within engineering

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madison E. Andrews, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

include 1 mixed-method, 6 qualitative and 6quantitative studies. The sample sizes ranged from 4 to 15,771. All the sources included werepeer-reviewed and framed as research studies, rather than as practitioner papers. Additionally,the quality of each of these studies was systematically assessed. The full texts of the 13remaining qualifying studies were then examined and coded to reveal themes within the existingbody of knowledge.DiscussionAlthough the total number of publications examined was quite small, clear trends existed in thedata collected. The majority of articles measured students’ confidence or some form of self-efficacy in the classroom or the workplace. The quantitative studies measured a variety ofoutcomes, but almost never found

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristin E. Sherwood, Stony Brook University; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

TransitionAbstractPeer mentoring has been shown to be an effective means of improving the retention of women inengineering, but few studies have explored the impact of participation on the development of theleadership abilities of undergraduate women. Transitioning to a leadership mentality as a peermentor has the potential to foster self-efficacy in science, technology, engineering, andmathematics (STEM) and socially stable academic relationships that may be replicated in post-graduate study and/or the workplace. This one-year study explored the experiences of junior andsenior female students in STEM majors (N=11) serving as mentors to first-year students in theWomen in Science and Engineering Honors Program (WISE) at Stony Brook University, a largeresearch

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

,engineering, and math (STEM) a function of objectively measured math competencies. Second,students are more likely to select math and science courses when they are confident in theirability to do well in these courses. In other words, students with greater self-efficacy in scienceand math are more likely to choose these courses. Third, the value a student places on particularschool subjects are important for their career trajectory. Finally, the perception of strong socialsupport for achievement is vital when a student is considering a career choice, which isparticularly true for females [7].Through the use of implicit and self-report measure, it was found that elementary school femalessupported the stereotype that math is for males, demonstrating

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer A Gatz, Stony Brook University ; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

be measured in terms of gradeperformance and intellectual development during the college years [22]. While ability has beenpositively associated with college persistence, commitment to the goal of completion is the mostinfluential factor in determining persistence [22]. A feeling of success and congruence in theacademic environment may lead to increased motivation to study, which may lead to betterperformance, increased academic self-efficacy, and institutional commitment [23]. Learningcommunities are a way to combine academic and social aspects of an institution to help increaseacademic performance and retention, particularly in the transition from high school to college[24]. Learning communities that include mentoring encourage personal

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary E Fitzpatrick, University of Wisconsin Madison College of Engineering; Manuela Romero, University of Wisconsin, Madison; Jennifer Sheridan, University of Wisconsin, Madison

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

, 2016Changes in Undergraduate Engineering College Climate and Predictorsof Major Commitment: Results from Climate Studies in 2008 and 2015Abstract This paper presents results of two cross-sectional investigations of educational andinterpersonal climate in a college of engineering at a large mid-western university. In 2008 andin 2015 we deployed a survey ("Project to Assess Climate in Engineering”) to undergraduateengineering students. In each survey year, just over 1000 eligible students participated andresponded to items contributing to scales rating their professors, teaching assistants, collegeresources, confidence (self-efficacy) in engineering, student interactions, perceptions ofengineering, and commitment to an engineering major

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenahvive K. Morgan, Rowan University; Mario J. Leone, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

sensing.” Journal of NeuroEngineering and Rehabilitation. 2(4), 1-7.8. Berzowska J. (2005). “Electronic Textiles: Wearable Computers, Reactive Fashion, and Soft Computation.” Textile. 3(1), 2-19.9. Lam Po Tang, S. (2007). “Recent developments in flexible wearable electronics for monitoring applications.” Transactions of the Institute of Measurement and Control, 29 (3-4), 283-300.10. Raelin, J. A., Bailey, M. B., Hamann, J., Pendleton, L. K., Raelin, J. D., Reisberg, R., and Whitman, D. (2011). “The Effect of Cooperative Education on Change in Self-Efficacy among Undergraduate Students: Introducing Work Self-Efficacy.” Journal of Cooperative Education and Internships. 45(2), 17-35.11. Chubin, D. E., May, G. S., and

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela M Kelly, Stony Brook University; Doreen Aveni, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

uniqueresearch experiences must be identified for 100 students in laboratories across campus.Furthermore, the arrangement of internships depends upon strengthening and expanding thenetwork of regional industries, companies, and health services organizations. This requiresconsiderable work, however, our extensive faculty network and alumni have been supportive inproviding resources and opportunities for current WISE students.Preliminary FindingsTo measure the effectiveness of the new WISE curriculum in meeting its goals, incomingfreshmen (N = 58) were surveyed at the end of the fall semester in 2017. Baseline data werecollected to explore the following research question: How does participation in the WISEcurriculum impact students’ self-efficacy, career

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leanne Kallemeyn, Loyola University Chicago; Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University Chicago; Jana Grabarek; Pete Livas Jr, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

participants to report these findings. The remainder of theanalyses focused on gender.Similar rates of persistence existed for women and men, even though when they began theprogram there were statistically significant difference between mean scale scores for freshmenwomen and men on some measures of self-efficacy. For the Self-Efficacy Scale II, t(66) = 2.63,p = .011; Career Success Scale, t(66) = 3.03, p = .004, and Math Scale t(66) = 2.49, p = .015,men averaged higher scores than women (see Table 2 for averages). Although men scored higherthan women on the Self-Efficacy I Scale and Coping Self-Efficacy Scale, these results were notsignificantly different. Women and men scored similarly on the Inclusion Scale. The means onself-efficacy scales at the

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

students.In Texas, students were measured over a six-year period. From 2006 – 2010, enrollmentquadrupled and participants increased 18,686 individuals (4498 in 2006 to 23184 in 2010)9.Female participation increased 586% and Hispanic students increased 507%. This study alsoshowed a high impact on students enrolling in higher education (62.1%) compared to their non-PLTW counterparts (58.4%)9. In addition, post-secondary enrollment was slightly greater forfemales (63.5%) compared to their non-PLTW peers (63.1%).Several studies have examined self-efficacy of females for math and science subjects whenparticipating in PLTW10,11,12. Exposure to engineering through PLTW has shown to havesignificant impact on self-efficacy and underrepresented students10. The

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling, Duke University; Megan Gray, Duke University; Medha Gupta, Thomas Jefferson High School for Science and Technology; Amy Arnold, Duke University; Kelly Perri, Duke University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

internships (this occurred between July and August 2018). All surveys wereadministered electronically through Qualtrics, and participants completed the surveys on theirown time. In total, 52 Scholars completed the pre-survey, 49 completed the post-survey, and 44completed both (68% response rate both pre and post assessments, based on n=64 summerprogram completers).Outcome measures were based upon the program theory of change and included multi-itemscales for general self-efficacy/perseverance; computer science/engineering self-efficacy in anapplied setting; teamwork, leadership, and communication skills (in both academic and appliedsettings); and mentoring and peer relationships. In addition, the post-program questions alsoaddressed confidence and

Conference Session

Women in Engineering Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine L Walters, University of Georgia ; John M Mativo, University of Georgia; Uduak Zenas George, San Diego State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

efficacy in mathematics higher than women [17]. Itis also important to look at SES as a factor as higher SES students tend to have higher gradeswhich may lead to higher reports of self-efficacy across disciplines. By identifying the influences and interests of the undergraduate women enrolled inengineering majors, the ultimate goal of this study was to identify possible avenues to invest oureffort towards enhancing the recruitment and retention of female engineering students. The studywas guided by the following research questions. 1. What do women identify as influences for enrolling in an engineering major? 2. What role does their educational and family backgrounds play in their success, as measured by GPA? To answer the research

Conference Session

Women in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University; Brielle Nikole Johnson

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

mindset, self-efficacy,and on the regrets that they may feel after they take their first exam. These measures of self-perception often have enough of an effect on students that they affect student performance andpersistence in a major and, sometimes, in a career.A. Mindset People can have either fixed or growth mindsets. Someone with a fixed mindset believesthat intelligence is both stable and uncontrollable, while someone with a growth mindsetbelieves that intelligence can improve [3]. Students with fixed mindsets may interpret one lowexam grade as evidence that they are not smart enough to learn the material in a course, whilethose with growth mindsets are more likely to keep trying to learn. Consequently, people with1 Miami

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

the analysisFigure 1. Adaptation of the PRISMA flowchart for described search process [12] ResultsWe analyzed the remaining 18 articles that investigated race and gender in engineeringteamwork at U.S. institutions. Two of these articles studied race [13], [14], and ten paperswere related to gender [15]–[24]. Another six papers investigated both race and gender [25]–[30]. For better understanding papers’ results, we categorized them and each differentcategory describing one facet of teamwork covered by papers: collaboration, communication,leadership and self-efficacy, peer evaluation, perceptions of professors and students, teameffectiveness and outcome, and team formation. We extracted any

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

study. All participation was voluntary, and students were informed that theirsurvey responses would remain confidential. In several courses, students were incentivized witha nominal amount of extra credit for the course in which they were recruited. All studentscompleted an electronic survey online and outside of class. Surveys were collected withidentifying information so that duplicates could be removed before aggregating data for analysis.All results were cross-sectional. Students reported their perceptions of various items related toengagement, belonging, effort, peer harassment, task value, self-efficacy, TA and facultyinteractions, and measures of course achievement as well as responding to demographic items.Data AnalysisThe data were

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Selby M. Conrad, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

the northeastern US. The survey is administered twiceeach academic year to explore self-efficacy, belongingness, preparedness, and engagement, bothlongitudinally and cross-sectionally. In March 2020, our university quickly pivoted to remotelearning in response to the outbreak of COVID-19 and in the fall of 2020 our campus re-openedfor hybrid learning. The abrupt changes in higher education, brought on by the current publichealth crisis, affect students’ learning and mental health, in ways that will likely be long lasting.To measure the impacts of the pandemic on engineering students, twenty Likert-type screenerquestions were added to the survey, which was re-administered in June 2020 and again inSeptember 2020. This paper shares findings from

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Green P.E.

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

school. In fact, Cass, Hazari, Sadler, andSonnert [10] found that only 280 out of 6,860 engineering students were interested in pursuing anengineering career at the beginning of high school. As the nation’s need for highly qualified engineering professionals grows, policymakersand educators have focused their efforts in increasing recruitment and retention of womenpursuing post-secondary engineering degrees and engineering careers. While self-efficacy hasbeen found to be a significant factor in predicting academic success of women pursuing non-traditional career paths, such as engineering [11] the exact nature of how engineering curriculumand engineering contexts impacts self-efficacy for women remains unclear [9]. Exploring thefactors

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

becoming a critical job skill of the future. When one learns coding, it can help lay out aplan, evaluate the methodology, troubleshoot problems, and implement a strategy. STEM Confidence Albert Bandura’s self-efficacy theory will be used to define STEM confidence. AlbertBandura’s self-efficacy theory is developed in the field of behavioral change and he states that“…cognitive processes mediate change but that cognitive events are induced and altered mostreadily by experience of mastery arising from effective performance” [11]. The mastery that arisesfrom this effective performance is defined as confidence. Confidence is the self-belief in people’scompetence or chance to successfully complete a task [12

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ari Turrentine, VentureWell

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, and sexual harassment. Second, this base of discrimination may influenceidentified behavioral and attitudinal barriers such as women faculty’s lower self-efficacy andconfidence, lower productivity, and higher risk-aversion. Third, discrimination and attitudinalbarriers come into play when considering the differences women experience navigating work-lifebalance such as marriage and parenting, and inclusion in critical networks. Finally, taking all ofthe listed factors into consideration, a picture emerges around why women faculty in engineeringare not participating in academic commercialization education and training at the same rate astheir male counterparts

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anu Osta, Rowan University; Jennifer Kadlowec, Baldwin Wallace University; Alissa Papernik; Amanda Ferreira Dias-Liebold, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

c Society for Engineering Education, 2020 Studying the Factors affecting Women Recruitment and Retention in Engineering Alissa Papernik, Amanda Dias-Liebold, Anu Osta, Jennifer Kadlowec Rowan University, Glassboro, NJAbstractWomen in engineering face different challenges than men in engineering programs due toengineering being a male dominated field. This impacts their recruitment, retention, and futurecareer paths. Women often face issues such as lowered sense of self-efficacy, poorer groupexperiences, and less stable support networks. The goal of this multi-semester study was to findthe factors that help recruit and retain women engineering

Conference Session

Women in Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Juebei Chen, Shanghai Jiaotong University; Jiabin Zhu, Shanghai Jiao Tong University; Tianyi Zheng, Shanghai Jiao Tong University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

engineering,while the lowest, 14 %, in computer-science in 2014 [4]. Some prior studies indicatedthat the low representation of females in engineering program was closely associatedwith gender differences observed in students’ learning experience, self-efficacy andlearning outcomes [5][6][7]. Others, moreover, observed that gender differences in termsof students’ self-efficacy, engagement level and performance presented significantchallenges to the teaching and learning process in engineering education [7].Particular challenges for female students have been observed in the team-workingenvironment of a project-based learning process [8]. Project-based Teaching, as one ofthe core teaching methods, has been widely adopted in engineering education