Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University

Tagged Divisions

Women in Engineering

Paper ID #8553Creating a Sustainable Model for an NSF ADVANCE ProjectDr. Jenna P. Carpenter, Louisiana Tech University Associate Dean, Undergraduate Studies, Wayne and Juanita Spinks Professor, Director of the Office for Women in Science and Engineering, College of Engineering and Science, Louisiana Tech University Page 24.329.1 c American Society for Engineering Education, 2014Creating a Sustainable Model for an NSF ADVANCE ProjectFive years ago, Louisiana Tech University’s ADVANCE project began

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Morgan Irvin, Washington University in St. Louis; Elizabeth Hiteshue, University of Pennsylvania; Mary Yvonne Lanzerotti, Air Force Institute of Technology; Sheldon Hochheiser, IEEE History Center; Michael Geselowitz, Rutgers, the State University of New Jersey

Tagged Divisions

Women in Engineering

of Young People in Science, Technology, Engineering, and Mathematics (STEM)AbstractThis paper describes a new collaboration between a DOD government institution of highereducation in the United States and the History Center of the Institute of Electrical andElectronics Engineers (IEEE), the world’s largest technology organization for the advancementof technology, to create a workforce development and one-on-one career-building and life-changing mentorship program for female undergraduate students in science, technology,engineering, and mathematics (STEM). This project provides the students with hands-onSTEM research in the government institution and one-on-one exposure to some of the world’sleading female science and engineering

Conference Session

Women in Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

first-year projects courses were beneficial in helping students understand thepotential for engineering to positively impact people’s lives. Of the students who indicated thattheir primary reason for selecting an engineering major was to help people, 50% persisted in CE,AE, or EvE disciplines, 11% transferred to other engineering disciplines, and 39% transferred tonon-engineering disciplines. These students cited multiple reasons for plans to transfer out ofengineering. Most of the students motivated to a career where they could help people maintainedthis vision for non-engineering disciplines. The study results indicate that serving societythrough engineering is a significant motivation for many female students and that furtheremphasis on the

Conference Session

WIED: Medley

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Women in Engineering

teamsAbstractWomen in masculine fields such as engineering often face a paradox when it comes tointerpersonal communication: if they speak like a woman they may be perceived as weak oremotional, but if they speak and act like a man they may be perceived as difficult to work with.This project attempts to uncover the tacit knowledge that successful engineering women haveaccumulated about communicating successfully as an engineer so that we can pass thisknowledge down to students. Discourse completion interviews with 23 female engineeringprofessionals and 19 female undergraduates asked participants to identify how they wouldrespond to situations where a teammate is dominating a project. We find that while students tendto either avoid conflict or correct

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Wadia-Fascetti, Northeastern University; Jan Rinehart, Northeastern University; Simon Pitts, Northeastern University

Tagged Divisions

Women in Engineering

, facultyparticipants will increase their skills in influencing team dynamics and project outcomes bylearning how to manage and leverage differences. This paper describes how ReDI fits withinNortheastern and the ADVANCE Program. ReDI goals, components, and outcomes arepresented along with lessons learned from the first two ReDI cohorts.IntroductionADVANCE programs supported by the National Science Foundation (NSF) must identify thebarriers that limit the opportunities for women to succeed in academic careers. By leveraging allopportunities (existing and newly created), ADVANCE programs seek to increase the numbersof women faculty. ADVANCE Institutional Transformation sites, of which Northeastern is one,must implement an organizational change model that

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College

Tagged Divisions

Women in Engineering

  address   this,   rising   STEM   freshmen   admitted   to   the   college,   both   engineering   and  non-­‐engineering,   are   invited   to   participate   in   a   credit-­‐optional   introduction   to  engineering  course  administered  as  a  summer-­‐bridge  program.    The  central  component  of   the   program   is   a   six-­‐week,   hands-­‐on   engineering   module   where   students   are  challenged  to  complete  an  engineering  project.    For  the  past  two  summers,  the  authors  (who  are  also  the  designers  of  the  engineering  modules),  have  adopted  the  objective  of  creating   an   “Experientially   Correct   Introduction   to   Engineering”   (ECIE)   module.     ECIE   is  a   loosely   defined   designation

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, Petroleum Institute; Nausheen PashaZaidi, The Petroleum Institute

Tagged Divisions

Women in Engineering

undergraduate engineering design course atthe Petroleum Institute (PI). Random assignment was used to create groups in bothclasses at the beginning of the semester. As the course emphasizes teamwork, at least50% of the projects are given team grades. After the first team presentation, theexperimental group was given the choice to change team members. The control groupwas not given this option. The study followed the student teams in both classes to explorethe kinds of team building and conflict resolution strategies that were utilized by theteams. The two groups were compared at the end of the semester to determine ifproviding choice in the team selection process affected students’ satisfaction with theirteam as well as their perceptions of team

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sruti Modekurty; Judy Fong, UC Davis; Harry H. Cheng, University of California, Davis

Tagged Divisions

Women in Engineering

includingteamwork, presentation skills, leadership skills, self-assurance, and breaking gender stereotypes.Women professionals in various science and engineering fields also met and discussed with theparticipants helping them visualize a future career in STEM and gain exposure to the variety ofoptions available to them. As a culminating project the girls who participated in the camp createdmulti-media video presentations with robotics, similar to the RoboPlay Video Competition, andmade presentations in front of parents and peers. The girls were given robotics kits to take backto their middle schools so they can start computing and robotics clubs of their own. Coaches andassistant coaches continue to mentor girls over the academic school year to facilitate

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cristina Poleacovschi, University of Colorado, Boulder; Amy Javernick-Will, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

Paper ID #9839The Use and Misuse of ”Gender” and ”Sex” Terminologies in Civil Engineer-ing LiteratureCristina Poleacovschi, University of Colorado-Boulder I am a PhD student at the University of Colorado-Boulder studying Construction Engineering in Man- agement. My two areas of research interest are in construction global projects and gender issues in engineering. Prior to coming to Boulder I have received my MS in Civil Engineering from University of Alabama in Huntsville.Dr. Amy Javernick-Will, University of Colorado, Boulder Dr. Amy Javernick-Will is an Assistant Professor at the University of Colorado, Boulder in the

Conference Session

From Industry to the Academy - Female Faculty Boundary Spanners Offering and Gaining Perspective

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary K. Pilotte, Purdue University, West Lafayette; Diana Bairaktarova, The University of Oklahoma; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Women in Engineering

industrial work experience, and supportive of her academic roles, Mary actively leads academic outreach to industrial firms to develop in-classroom, project-based, active learning through identification of ”real life”, in-context problem scenarios. Pilotte’s research interests involve understanding engineering culture, identity, and communication in the context of professional engineering practice. Expanded interests include understanding student benefits associated with in-context active learning, innovative distance learning, and global learning experiences. She holds Bachelor of Science degree in Organizational Leadership and Supervision from Purdue Univer- sity, an MBA from the Goizueta School of Business, Emory

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Raquel Perez-Castillejos, New Jersey Institute of Technology; Priya Radhi Santhanam, New Jersey Institute of Technology

Tagged Divisions

Women in Engineering

/index.php/trends-stats/3293-literature-review[5] R. Sevo, The Talent Crisis in Science and Engineering. In B. Bogue & E. Cady (Eds.). Apply Research to Practice, Assessing Women (and Men) in Engineering (AWE) project: Literature Overviews, USA (2004). Available online: http://www.engr.psu.edu/awe/secured/director/assessment/Literature_Overview/PDF_ overviews/ARP_Talent_Crisis_in_SandE_Overview.pdf[6] Handbook for achieving gender equity through education, S.S. Klein, B. Richardson, D.A. Grayson, L.H. Fox, C. Kramarae, D.S. Pollard, C.A. Dwyer (eds.), 2nd Edition, Lawrence Erlbaum Assoc., Mahwah NJ (2007).[7] American Association of University Women Educational Foundation (AAUW), Under the microscope: a

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharon Patricia Mason, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Margaret B. Bailey, Rochester Institute of Technology (COE); Stefi Alison Baum, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology

Tagged Divisions

Women in Engineering

as part of the NSSA degree programs. She co- chaired the committee to design and develop the Bachelor of Science degree in Information Security and Forensics and has participated in numerous security working groups, conferences and training programs. Sharon is a co-PI on a $3.2 million grant from the National Science Foundation for the project ”CON- NECT: Increasing the Representation and Advancement of Women Faculty at RIT.” The NSF ADVANCE IT project, Creating Opportunity Networks for Engagement and Collective Transformation: Increasing the Representation and Advancement of Women Faculty @ RIT (Connect@RIT), is an effort across RIT’s nine colleges, all of which include STEM/SBS disciplines. The project’s goal is

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington; Candice L. Staples, University of Maryland; Paige E. Smith, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Divisions

Women in Engineering

Paper ID #9248Living, Learning, and Staying: The Impact of a Women in Engineering Liv-ing and Learning CommunityDr. Cate Samuelson, University of Washington Cate Samuelson, PhD, is a Senior Research Associate at the University of Washington Center for Work- force Development. She is responsible for the qualitative research analysis on the Sloan Foundation funded national study called Project to Assess Climate in Engineering (PACE). She also manages qual- itative components of several evaluation and needs assessment projects. She has worked as a Research Assistant and an Independent Research Consultant on a variety of

Conference Session

WIED: Medley

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Helene Finger P.E., California Polytechnic State University; Alana Christine Snelling

Tagged Divisions

Women in Engineering

research has focused on the experiences of women of color inengineering. The 2012 NSF Science & Engineering Indicators do indicate that intentions tomajor in engineering are smaller for women first-year students than males across racial groups.Recent analysis of data from the Project to Assess Climate in Engineering (PACE) Project alsosuggests that significant differences exist in the experiences of Black, Hispanic, Native American,Asian-American and White women in engineering.9Within engineering overall, White students earned 66.2% of undergraduate degrees inengineering in 2001 and 69.8% in 2010.10 The proportion of undergraduate degrees awarded toAfrican American and Asian American students declined between 2001 and 2010 (Figure 2)(although

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica R. McCormick, Indiana University Purdue University, Indianapolis; Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis; Charles Feldhaus, Indiana University Purdue University, Indianapolis

Tagged Divisions

Women in Engineering

—Preparing Outstanding Women for Engineering Roles, it was also intended to be a recruitmenttool to increase female enrollment in the PSET. POWER is weeklong residential camp thatserves as an introduction to engineering for high school age females. The week includes hands-on activities, opportunities to meet with professional female engineers, and interaction withfemale college engineering students who serve as camp counselors.Each year the camp consists of one visit to an engineering company, a professional roundtable, ateam-based project following the engineering design process, an overview of differentengineering disciplines with hands-on interaction, and a lunch with engineering faculty. Inaddition camp participants attend a college information

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amanda S. Parker, University of Colorado Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder

Tagged Divisions

Women in Engineering

. Sullivan, P. N. Jordan and D. W. Knight, "Engineering Education Research Aids Instruction," Science, vol. 317, pp. 1175-1176, 31 August 2007. [6] D. W. Knight, L. E. Carlson and J. F. Sullivan, "Improving Engineering Student Retention through Hands-On, Team Based, First-Year Design Projects," International Conference on Research in Engineering Education, 22- 24 June 2007. [7] B. Louie, D. W. Knight and J. F. Sulliavan, "A Drop-in Tutoring Program to Support First-Year Engineering," in American Society for Engineering Education, Vancouver, 2011. [8] D. W. Knight, B. Louie and L. M. Glogiewicz, "First Year Women on the Engineering Pathway: Research Strategies to Support Retention," in American Society for

Conference Session

Women in Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, Iowa State University

Tagged Divisions

Women in Engineering

use photos, images, graphics, or word-art in your 3 slides. No more than 3 slides (1 for each question). Your first slide should highlight 1 to 3 things. These can be projects/accomplishments that are current or in the past; do not try and highlight your entire career/CV. b) Retreat Assignment 2012: be prepared to present (3-5 minutes maximum) your answer to the following question: What inspires you? Feel free to be creative in how you communicate this answer. You could show a single or small number of Power Point slides that might include photos, figures, or other ways of conveying what inspires you. You could bring music to share. You could tell a story or read a poem. Again, feel free to be

Conference Session

WIED: Medley

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ahmed M. El-Sherbeeny, King Saud University

Tagged Divisions

Women in Engineering

methods that can promote female engineering education, via various media andother conventional methods, mainly targeted towards disproving such unsuitability and“adapting” females to engineering norms that don’t contradict such cultural and religious values. The increasing potential and involvement of Gulf-area females in engineering isadditionally demonstrated at the graduation level via the participation of females from the sixGCC (Arab-Gulf Cooperation Council) countries (including Saudi Arabia) in the first threeannual Engineering Students Design Competition8. 116 senior design projects pertaining todifferent engineering disciplines (Civil, Chemical, Industrial, Electrical, Mechanical, andPetroleum Engineering) yielded female winners

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Lisa G. Bullard, North Carolina State University; Anita R. Vila-Parrish, North Carolina State University

Tagged Divisions

Women in Engineering

. Currently, Dr. Vila-Parrish is teaching and coordinating the senior design project course as well as advising the ISE undergraduates. Related to her teaching and advising she is interested in research focused on engineering education topics including project-based learning in engineering design and global preparedness. Dr. Vila-Parrish continues research in inventory and production strategies for perishable products and those with short product lifecycles. Page 24.1019.1 c American Society for Engineering Education, 2014 Promoting Alternative Teaching-Professor Hires: A New PATH for

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University (Eng.); Alisa Morss Clyne, Drexel University (Eng.)

Tagged Divisions

Women in Engineering

Projects in Community Service (EPICS) at Drexel, among others. In collaboration with other College of Engineering faculty and staff she co-teaches a sequence of classes for the Paul Peck Scholars Program. Alistar received her B.A. from Drew University and Master’s from Duke University.Dr. Alisa Morss Clyne, Drexel University (Eng.) Alisa Morss Clyne is currently an Associate Professor of Mechanical Engineering, with a courtesy ap- pointment in the School of Biomedical Engineering, Science, and Health Systems, at Drexel University in Philadelphia, PA. Dr. Clyne is director of the Vascular Kinetics Laboratory, which investigates integrated mechanical and biochemical interactions among cells and proteins of the cardiovascular

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Leo H. McWilliams, University of Notre Dame; Catherine F. Pieronek, University of Notre Dame

Tagged Divisions

Women in Engineering

Paper ID #9215How Students’ Informal Experiences Shape their Views of Engineering andAffect their Plans for Professional PersistenceDr. Kerry Meyers, Youngstown State University Dr. Kerry Meyers is in her second year as the Director of the STEM College’s First-Year Engineering Program at Youngstown State University. Her career is focused on the development of common, project based First-Year Engineering experiences, beginning at the University of Notre Dame where she was also the Director of the First-Year Engineering Program from 2005-2012. Further, her research interests relate to Engineering Educational issues in the

Conference Session

Interactive Panel on Advocacy Tips: an Initiative to Provide Individuals the Tools to Advocate for Women and Underrepresented Minorities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adrienne Robyn Minerick, Michigan Technological University; Roger A. Green, North Dakota State University; Canan Bilen-Green, North Dakota State University; Kristen P. Constant, Iowa State University; Beth M Holloway, Purdue University, West Lafayette; Sandra D. Eksioglu, Mississippi State University; Debra M. Gilbuena, Oregon State University

Tagged Divisions

Women in Engineering

 al  [7].  The  ADVANCE  project  spurred  coordinated  programming  aimed  towards  recruitment,  retention,  and  advancement  of  women  faculty,  improved  campus  climate,  and  expanded  leadership  opportunities.  Overall  indications  are  that  intensive  efforts  on  multiple  fronts  have  shown  positive  results.    There  are  more  women  in  faculty  ranks  and  academic  administrative  positions,  and  measures  of  institutional  climate  change  continue  to  show  progress.  In  addition  to  multiple  interventions,  the  kind  of  transformation  sought  required  engagement  of  men  –  not  just  as  participants,  but  also  as  facilitators,  planners,  and  leaders  guiding  the  work  of  NSF  ADVANCE  at

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark P.E., Aston University

Tagged Divisions

Women in Engineering

room for ambitious young women.In conclusion, each of the issues identified in this paper cannot be addressed in isolation.Likewise none of the matters discussed are the sole responsibility of government,professional bodies or education providers; only by working together to engage children withengineering and its associated disciplines from an early age will the barriers to engineeringdiscussed in this paper begin to be addressed and future predicted shortages of engineersaverted.AcknowledgementsThe researchers would like to thank the two young women interviewers employed asparticipatory researchers on this project: Ms Jessica Clark (currently a first yearundergraduate reading for a BA (Hons) Modern Languages at the University of Sheffield

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Women in Engineering

provide the hoped for results in student learning. Students are a great resource to provide E3ideas and to truly assess the everyday nature of an idea developed by a faculty member.AcknowledgementsThe author would like to thank the NSF funded Extension Project: ENGAGE and the School ofEngineering at Santa Clara University for supporting this work. Page 24.1377.14Bibliography1. Case,R. “Gearing the demands of instruction to the development capacities o the learner”, Review of educational research, 1975, 45, pgs 59-872. Marek, E.A., Cowan, C.C., and Cavallo, A.M.L., “Students' Misconceptions about Diffusion: How Can They Be Eliminated

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Coletti, Northeastern University; Emily Olina Wisniewski; Rachel Lauren Shapiro, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University; Melinda Covert, Northeastern University

Tagged Divisions

Women in Engineering

24.323.9females who used one or more forms of supplemental instruction increased this year by 6%compared to last year; the percentage of males was unchanged from last year. These differencescan be attributed to some students receiving better grades than their trigger point for seeking helpand some students not seeking help when they projected they would.This year 47% of honors males and 48% of honors females indicated at the beginning of thesemester that they would seek out extra help with grades of B or C. We found that at the end ofthe semester these honors students sought extra help with grades of B or C, as they projected.The average threshold value was slightly lower, closer to a grade of C, for honors students thanfor non-honors students. 90% of