Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas E. Pinelli, NASA Langley Research Center; Cathy W. Hall, East Carolina University; Kimberly Marie Brush, NASA Langley Research Center; Jeannine B. Perry, Continental Research Associates, Inc.

Tagged Divisions

Women in Engineering

study. Jeannine works closely with the research team to ensure that each step is performed to exact specifications. She conducts the interviewer briefing session at the beginning of each study and electronically monitors a portion of the fieldwork. After the completion of the data collection, she receives an anecdotal report from the Field Director (choosing results to highlight in the final report). Jeannine oversees the statistical analyses, writes the text portion of most reports, supervises the report preparation, and is in regular contact with her clients. Jeannine attended Old Dominion University where she completed a Bachelors degree in Business Man- agement. Prior to joining Continental Research, she was

Conference Session

Retaining and Developing Women Faculty in STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Purdue University; Patrice Marie Buzzanell, Purdue University, West Lafayette; Klod Kokini, Purdue University, West Lafayette; Robyn F Wilson, Purdue University; Jennifer C Batra, Purdue University ; Lindsey B. Anderson, Purdue University

Tagged Divisions

Women in Engineering

informal peer mentoring network structure as there was no formal mentoringprogram in place at the department level. Zoe shared one of her peer mentoring episodes, when my tenure stuff was official, I just did an open invite at a coffee shop away from campus, so it was kind of in a protected place, and I said, “Anybody who wants to come and talk to me, you can ask me anything you want about my process and my experience,” and I gave them a copy of my stuff, and pretty much all the assistant professors showed up. It ended up being like a two-and-a-half-hour-long discussion.In addition, Zoe and a couple of other untenured faculty members engaged in peer mentoringduring their writing sessions at a local coffee shop (see Figure

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rosalyn S. Hobson, Virginia Commonwealth University; Cindy Jong, University of Kentucky; Donna Joy Dockery; Mary Hermann, Virginia Commonwealth University; Teresa Jones Carter, Virginia Commonwealth University

Tagged Divisions

Women in Engineering

careers and career decision option, education, care giving and familial support. Support & Examples of support and encouragement friends provided for the Encouragement choices and decisions the subjects made.Friends/Peers Competitors & Examples of peer competition sometimes with males in particular Barriers and the barriers that arose because of peer influences Aspirations, Personal aspirations, interests, and predilections that motivated the Interests, & subjects to pursue or not pursue a STEM career . Career satisfaction Satisfaction and the factors

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Courtney S Smith-Orr, Virginia Tech

Tagged Divisions

Women in Engineering

interviews were transcribed andanalyzed using open-coding procedures to identify ways women experience the relationshipbetween their gender and their engineering identities, their experiences with male students (e.g.on design teams, studying for exams, completing homework assignments), and their strategiesfor navigating gendered dynamics such as peers who did not value their input or who expectedthem to take on certain roles. The participants rarely responded directly to questions aboutperceived gendered experiences, but when talking about their experiences in classes or on teams,did describe ways in which they had negotiated their space and their identity, earning respect ordemonstrating competence to gain a voice at the table. At the same time

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington

Tagged Divisions

Women in Engineering

expected roles and competencies—a key factor in becoming a successfulprofessional.5 Professional identity development can be influenced by interactive, intellectual, Page 23.1058.3and concrete experiences during professional training, and often relies on verification fromrelevant others. 5 Through interactions with faculty, mentors, and peers, both in and out of the   classroom, students begin to engage in professional behavior as they start to master technicalknowledge and practical competencies and learn to develop a confident demeanor. 5

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer A. Skaggs, American University in Cairo

Tagged Divisions

Women in Engineering

Formulas. This iswhen students believe they should follow the plans that have been laid out for them by externalvoices of authority. They allow others to define who they are, including parents, teachers, socialnorms and expectations, peers, etc. The second phase is Crossroads. This is when studentsrealize that following the plans others have set before them may not necessarily match their owninterests and desires and they become discontented with allowing others to define who they are,and they begin to create their own sense of self that is preferably more authentic. Yet, whilestudents want to become more true to themselves, at this phase, they are exceedingly concernedwith how others will react to their decisions and the effects on their

Conference Session

Undergraduate Student Issues II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ann Sharon Lourens, Nelson Mandela Metropolitan University (NMMU) Port Elizabeth South Africa

Tagged Divisions

Women in Engineering

addition to responding to the input of the various stakeholders.2.1 Existing WELA programmme Page 23.1180.3At the time of writing this article, WELA had been in existence for two years (2011-2012). TheWELA junior programme was offered in 2011 and the WELA senior programme was presentedfor the first time in 2012. At the end of 2012, it was decided to combine the junior and seniorprograms into one programme, namely, the WELA LDP.The existing WELA co-curricular interventions and workshops were designed in partnershipwith the Student Counseling and Career Development Centre (SCCDC). The underlying premiseof the co-curricular interventions and workshops

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

Women in Engineering

: “That’s really not my job to be nice to you. I shouldn’t be mean, but… that shouldn’t be a primary criteria [sic] that you’re using … to evaluate me.” Theme 2: Is she good enough? Related to the above theme is what some participantsregard as an assumption that male faculty are good enough, as juxtaposed by an absence of suchan assumption for female faculty. Rather, some female STEM faculty feel as though they need toeither prove to colleagues that they’re good enough (i.e., that they are well within the regime ofcompetence within their respective communities of practice), or demonstrate achievement wellbeyond their male peers to be considered equally competent. Margaret and Carla articulatedthese views in the following interview excerpts