finalized. The questions were personalized for each interviewee andreviewed by the IEEE Historian. Following changes, the participating students sent the oralhistory questions to the interviewee prior to the interview.A standard set of interview components included the following sections: Introduction, EarlyLife/Education, Career, Awards/Honors, Gender-Related Questions, Reflection/Advice, andConclusion. Table I (shown on the next page) shows the structure of a typical oral historyinterview. Excluding an introduction and conclusion, the five general sections covered in theinterview are Early Life/Education, Career, Awards/Honors, Gender, and Reflection/Advice.Questions are personalized for each interviewee. Questions in the Early Life/Education
programs, etc.) haveimpacted the success of these women, it was important to have distinct research sites so that Icould examine the effects of various policies and procedures on the careers of the researchparticipants within the context of each institution’s programs and policies.Population and Sample I interviewed women faculty who have their primary appointment in the engineeringschool each campus (since some faculty have dual appointments). The objective for each site was to interview at least fifty percent of the faculty so that my sample would reflect the variedexperience of tenured women faculty at each site. Table 1-1 describes the population and sampleat each research site and Table 1-2 provides employment and demographic
for our programming efforts. First, we modeled the long-term effect ofour programming efforts on the percentage of females in the incoming residency class assumingthat we maintain our current level of programming indefinitely. We then adjusted selectparameters in the model to reflect “worst-case” assumptions for recruiting and retention inorthopaedic residency (see Table 2). This analysis is particularly important because our currentprogram evaluation data – on which the model parameters are based – reflect intermediaterecruitment and retention outcomes, e.g., intention to pursue orthopaedic surgery for high schoolparticipants rather than actual matriculation rates into residency. Our worst-case assumptionswere as follows: (1) 10% decrease in
collected in the form of an online survey (via Qualtrics), a version of which was firstdeveloped and implemented by Casto et al.11. The survey used for this study consisted ofquestion topics ranging from identity and personality to authenticity and persistence. The BigFive Personality model was the main framework used to measure personality. More specifically,students were asked to reflect on their personality during two different contexts or situations -“non-academic settings” and “engineering academic settings”.The adjective checklist approach was used in the development of the survey, previouslygenerated and used by Casto et al., Table 111. This approach uses personality traits, words, orphrases for self-description and is stated to be simple
together resulted in acollaborative solution, and only two meetings were required. It is important that all stakeholdersare represented for this process to be successful.ACKNOWLEDGEMENTSThis material is based upon work supported by the National Science Foundation under Grants0811076 and #1209115. The researchers wish to express their gratitude for the support of thisproject. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.REFERENCES[1] Margaret Bailey, S. B., Elizabeth DeBartolo, Carol Marchetti, Sharon Mason, Jacqueline Mozrall, Maureen Valentine (2012). “EFFORT - Establishing the Foundation for Future
to empower the students and to provide skills to navigate theirexperiences in an engineering workforce. Peer coaching is introduced and implemented throughexamples, training on key coaching skills, and five opportunities for the students to practice theseskills with one another.Mixed methods design is employed to identify emerging themes which can form the basis offuture theories and research as well as to assess the effectiveness of integrating peer coachinginto the classroom. Data analysis includes reflective journals from the perspective of servingboth as the coach and coachee, pre- and post-course surveys, as well as weekly post-classsurveys. While qualitative analysis aids in identifying theoretical frameworks for future studies,results
implementationactivities.Dialogues was grounded in an institutional strategic planning process and occurred as part of arange of gender equity activities implemented during an NSF funded ADVANCE project. TheADVANCE program provides significant funding to institutional change efforts that recruit,retain and promote women faculty in science, technology, engineering and math fields. TheDialogues process consisted of a series of sessions (ranging from three to eight) that engageddepartmental faculty in a total of eight hours of facilitated reflection activities and discussionsabout implementing the university’s strategic plan to meet the vision of the respectivedepartment. At each meeting, facilitators guided faculty through a series of activities aimed atdefining the
make meaning of thetraining, reflecting on how it impacted them personally, as well as on how it could impact theirpeers in the College. The meaning-making stage allowed cohort members to understand theapplicability of social justice work in STEM fields and the roles they play in creating systemicchange. Throughout the semester, AWE members attended training sessions on presentationskills, including how to manage an audience, how to speak in front of large groups, and how tofacilitate sensitive discussions. They also worked on building cohesiveness as a group as theystarted to examine possible locations and audiences for outreach in the university community.The time spent on AWE-related activities by cohort members ranged from one to five
, or reliance on the prospective member to take initiative toparticipate. Earlier work identified the fallacy of the open recruiting narrative.20 Formalrecruitment procedures are by-passed in favor of network friendships, excluding those who donot have high levels of cultural and social capital. Even though teams recruited at college ofengineering-wide events, they continued to be populated primarily by white male ME studentswith pre-existing friendships and other connections. Due to the effects of homophily andtransitivity (explained earlier), both team membership and leadership were limited to a cadre ofstudents with high social capital.19, 20 The survey results presented here reflect the samehomogenizing influences.Persistence barriers
NTIDcommunity and faculty’s professional development plans. The Connectivity series at RIT issupporting the goals of the AdvanceRIT project by removing barriers to resources that supportcareer success and creating new interventions and resources.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grants0811076 and #1209115. The researchers wishes to express their gratitude for the support of thisproject. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References1. Hill, C.; Corbett, C.; Rose, A., Why so few. American Association of University Women: Washington D.C
the role of mentors inattracting underrepresented students, previously constructed instruments from 12 in theirattitudinal study of CS in the Level Playing Field’s Summer Math and Science Honors Academy(SMASH) were used. Additional instruments were developed by the researchers to measurecultural competency. The survey uses a 5-point Likert scale (where 1 = Not Really, 3 = Neutraland 5 = Absolutely).Along with the surveys, interviews were conducted to get a deeper sense of the effectiveness ofthe BJC curriculum in attracting historically underrepresented students. These audio-recordedinterviews were conducted at the university with participants that either attended CS10, CS61A,or both. Furthermore, participants were carefully chosen to reflect
few days later and included the two itemsshe had requested. The salary was not quite the level Sarai had hoped for, but given her interestin remaining in the region and her success in receiving funding for both of her requests, shedecided against negotiating for a higher salary. All in all, the negotiation workshop had, in hereyes, paid off. Without it, she reflected, she would have just accepted the verbal offer withoutarticulating what else she needed to help her succeed in this new position.Administrative Level NegotiationsCase 3: College level budget negotiationState U had just hired a new provost. He was a biologist and one of his platforms was to launch anew STEM program. The university had, however, been weathering budget crises for
is that the individual feels isolated and is able to identify potential sources of those feelings.• Mysterious Pathways: covers feelings of being stalled, stuck, or unable to move forward in a career. Originally classified as a result of not knowing the pathways to promotion or advancement, this category was expanded slightly to also reflect those career pathways that are stagnant or stalled for both men and women.• Diving Catch: refers to a tendency of some workplaces to put those who are risk averse at a disadvantage. In a diving catch work environment, the individual who feels less comfortable with risk feels more at a disadvantage with regard to advancement or performance because he or she is penalized by not
members.Upon review several modifications to the website were communicated to the HR specialist, whoalso acted as liaison between any and all constituents. A major modification reflected howmedium-to-large institutions receive and process applications. Through various communicationand performance difficulties on the part of the webmaster required that, the HR specialistworked closely with the webmaster over the next18 months in order for a majority of therequested changes to be implemented. Unfortunately, these changes were not completed tospecification or functioning.To address these technical limitations and frustrations, a local technology group was hired toexamine and to correct the architecture and functioning of the website. After six months