Conference Session

Recruitment & Retention of Women I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary Ayre, University of South Australia; Julie E. Mills, University of South Australia; Judith Gill, University of South Australia

Tagged Divisions

Women in Engineering

AC 2011-1243: NOT ALL WOMEN LEAVE! REFLECTIONS ON A CO-HORT OF ”STAYERS” IN CIVIL ENGINEERINGMary Ayre, University of South Australia Mary Ayre is currently a PhD student at the University of South Australia having recently retired from a senior lectureship at the University of Glamorgan, Wales, UK. When teaching mathematics to engineering students 25 year ago she became interested in recruiting female students and since then has been involved in many women in engineering initiatives and research projects in the UK and Australia.Julie E. Mills, University of South Australia Julie Mills is Professor and Program Director in Civil Engineering at the University of South Australia in Adelaide, Australia. Prior to

Conference Session

Recruitment & Retention of Women I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew J Miller, University of Maryland; Robert Lent, University of Maryland, College Park; Paige E Smith, University of Maryland, College Park; Bevlee A. Watford, Virginia Tech; Gregory M. Wilkins, Morgan State University; Matthew M. Jezzi, University of Maryland; Kayi Hui, University of Maryland, College Park; Robert H Lim, University of Maryland, College Park; Nicole A Bryan, University of Maryland, College Park; Helena Mimi Martin, University of Maryland, College Park

Tagged Divisions

Women in Engineering

research teammember. Any coding inconsistencies were resolved through consensus.Results Our first research question asked about the major hurdles or challenges that studentsfaced during their first semester and whether these challenges hindered academic success orwillingness to continue in engineering. Participant responses reflected five broader categoriesincluding academic-internal, academic-external, social, financial, and health barriers. Commonacademic-internal (i.e., intrapersonal) barriers included student disinterest (e.g., in coursematerial), negative affect (e.g., feeling overwhelmed or frustrated), problems with academic,organizational, and developmental skills and adjustment (e.g., time management, academicperformance problems

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Smith College; Alice L. Pawley, Purdue University

Tagged Divisions

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

underrepresented1,2 reveal howcentral difference is to our explanations. For example, women’s lack of self-confidence or self-efficacy (or math anxiety) is understood relative to men.3-5 Women are seen to lack female rolemodels and peers relative to their male counterparts.6,7 A “chilly climate” that is hostile orcompetitive toward women drives women out,8-15 while men are more likely to stay. Stereotype Page 22.356.2threat, a reflection of perceived difference in ability, is seen to affect women and minoritystudents.16-17 Calls to alter curriculum and pedagogy focus on attracting women and minoritieswho are viewed to be more motivated by altruistic and

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mara R. London, Gonzaga University; Jillian Rae Cadwell, Gonzaga University; Alexander Maxwell, Clarkson University

Tagged Divisions

Women in Engineering

context of the stirring and mixing of reactive species. One of my primary concerns is with the effect of turbulent mixing on ecosystem health. My interest in understanding in- teractions between biological systems and the physical environment emerges from an interdisciplinary background in engineering, hydrology, and environmental science. I am also interested in pedagogy, specifically student learning styles. My goal is to engage all students in my classes by presenting mate- rial in such a way as to stimulate students with different learning styles (e.g. active learners, reflective observers, outcome-focused learners).J. Alexander Maxwell, Clarkson University J. Alex Maxwell is a graduate student at Clarkson

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

Engineering degrees in 2005, but their proportion is smaller (30%) inmost S&E occupations. This is reflected in the study of “high technology” companies as well. 4However, NSF reports that more women than men have entered the S&E workforce over recentdecades. Their proportion in the S&E occupations rose from 12% in 1980 to 27% in 2007.Women in the S&E workforce are on average younger than men, suggesting that largerproportions of men than women may retire in the near future, changing the gender ratios.NSF data from the 2006 SESTAT5 data shows that, of the five S&E degree fields included, theratio of females to males is lowest for

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

: Underrepresented Minorities in Engineering: A Data-Based Look at Diversity” and the NACME databook. Research in progress includes projects funded by the National Science Foundation on women’s interna- tional participation and collaboration in science and engineering and on career outcomes of engineering bachelor’s degree recipients. In addition, she is working on analyses of supply and demand for engineers and scientists. Support for this research was provided by NACME with additional support via a grant from the National Science Foundation, Research on Gender in Science and Engineering HRD#0827461. Any findings or conclusions are those of the author and do not reflect those of the National Science Foundation

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

desire to become an engineer. 4, 10Individual agency is cast in such formulations as something which not only exists in meaningfulform among all students, of all backgrounds, but which, when present in sufficient amounts, candetermine a student's interior life (promoting the desirable activities of "self-regulation" or "self-reflection") and also his or her outwardly visible activities such as the attainment of goodgrades, or persistence. Skill acquisition and confidence are mutually supportive in many of theseanalyses, with both attainments in turn leading to success in college and the workplace. 11Negative interior experiences, such as anxiety and fear, also configure some students'performance and are seen to impede life success. While

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Silvia Carreno-Castillo, Universidad de las Américas, Puebla; Aurelio Lopez-Malo, Universidad de las Américas, Puebla; Enrique Palou, Universidad de las Américas, Puebla

Tagged Divisions

Women in Engineering

understanding the role of education inbuttressing divisions within classes3.While these explanations have helped to assemble conceptual components, they leave someconcepts without an answer: how we define “engineering” and how we use “gender” as acategory to understand women’s underrepresentation in engineering. In order to give an answerto these concepts we utilize the construct of “boundary-work”, which describes an ideologicalstyle found in scientists’ attempts to create a public image for science by contrasting it favorablyto non-scientific intellectual or technical activities. Alternative sets of characteristics availablefor ideological attribution to science reflect ambivalences or strains within the institution: sciencecan be made to look

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

). However, one of the earlier definitions is still widely accepted andcomprehensive: Service-learning is “a course based, credit-bearing, educational experience inwhich students (a) participate in an organized service activity that meets identified communityneeds and (b) reflect on the service activity in such a way as to gain further understanding ofcourse content, a broader appreciation of the discipline, and an enhanced sense of civicresponsibility." (Bringle & Hatcher, 1995). Key elements of service-learning that appear to beimportant to researchers and practitioners include: projects or placements that meet academicobjectives in a credit-bearing course, the meeting of real community needs, analysis or reflectionon the part of students to

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah Kilgore, University of Washington; Sheri Sheppard, Stanford University; Cynthia J. Atman, University of Washington; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

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

workQualitative Interviews Fifteen students at a large, public institution were interviewed in the spring of their senioryear (2007). Interviews were semi-structured and open-ended. Questions were designed to elicitstudents’ reflections on their college experience. Students spoke about their motivation to studyengineering primarily in response to one question: Are there any aspects of engineering that youparticularly like? Follow-up prompts elicited detail about the qualities or specific activities ofengineering that students cited. Students spoke about gender and their experience as engineeringstudents in response to three related questions: (1) How has gender played a role in yourexperience here at the UW? (2) Can you tell me of a particular

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna M. Zajicek, University of Arkansas; Shauna A. Morimoto, University of Arkansas; Aparna S. Terdalkar, University of Arkansas; Valerie H. Hunt, University of Arkansas; Joseph J. Rencis, University of Arkansas; Rodica Lisnic, University of Arkansas

Tagged Divisions

Women in Engineering

fails to reflect this change.2Social science research documents disproportionate attrition of women in STEM disciplines atcritical transition points such as receiving a Ph.D. degree, entering the assistant professorposition, receiving tenure and promotion to associate rank, and receiving promotion to fullprofessor.2 Among factors accounting for this phenomenon, especially in the areas ofrecruitment and advancement of women faculty, are biases and weaknesses in recruitmentstrategies (University Leadership Council 2008) as well as institutional climate, including asense of isolation,3 lack of role models,4 and lack of women in key academic leadershippositions.5In this context, the NSF ADVANCE program represents one of the most far reaching

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Natalie Fabert, Arizona State University; Marilyn Cabay, Ph.D., Argosy University, Phoenix; Melissa B Rivers, Arizona State University; Mary Lee Smith, Arizona State University; Bianca L. Bernstein, Arizona State University

Tagged Divisions

Women in Engineering

experiences. Explanations of isolation and other aspects of the “chilly climate” have todate been highly abstract and theoretical.Over the past several years, researchers with the CareerWISE program, supported by theNational Science Foundation, have worked to understand and develop interventions to helpmitigate common discouragers for women enrolled in doctoral programs in STEM. CareerWISEfocus groups of graduate student women 33 and interviews with non-completers reflecting ontheir graduate student experiences 34 revealed that dissatisfaction with the departmental climate(such as experiences with isolation) was one of several major discouragers reported by the

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

informants begin with “lay” myths about engineering. Asthey progress through their engineering programs, their experiences raise questions about thecore values of engineering. For some, these questions lead to critiques of engineering and itsorganizing values. Through their diary entries we learn that many question whether engineeringis in fact committed to meaningful social change and humanitarian work; in their experiences atwork sites during internships, they reflect on whether engineering tasks are often too mundanewhere one only has the opportunity to focus on a small, technical problem of a larger and oftenuninteresting project; others describe a workplace dominated by men who display a tendency tobe dismissive toward (particularly young

Conference Session

Reports from ADVANCE Institutions

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marisol Mercado Santiago, Purdue University; Alice L. Pawley, Purdue University, West Lafayette; Jordana Hoegh, Purdue University; Dina Banerjee, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

system comprised of these structures: ―And, if enoughpeople or even a few people who are powerful enough act in innovative ways, their action mayhave the consequence of transforming the very structures that gave them the capacity to act‖ (p.4).17The research question we focus in this paper is: how do institutionally generated texts shapeSTEM faculty and staff members’ experiences in ways that prescribe their ways of being? Theparental leave policy is our main social system, situated along with the other systems that worktogether with it (such as FMLA, sick leave, unpaid leave, etc.). These systems seem to be rigid,but actually they reflect a series of processes in a state of change.As an example, Kirby and Krone11 conducted a discursive study of

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

this metaphor’spredominance, including: 1) what theoretical or methodological advantages and disadvantagesdoes this metaphor afford researchers? and 2) how does it highlight or mask the livedexperiences of women working in engineering academic contexts? In addition, we ask perhapsmore controversially how the reluctance to release pipeline theory from its hegemonic strongholdmight reflect engineering education’s larger disciplinary reluctance to review their currentstructure and reconstruct themselves into institutions that are more egalitarian? Page 22.684.2This paper critically explores the discourse of “pipeline” as an aim to (re)introduce

Conference Session

Recruitment & Retention of Women II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth T. Cady, National Academy of Engineering; Norman L. Fortenberry, American Society for Engineering Education; Catherine Didion, National Academy of Engineering

Tagged Divisions

Women in Engineering

supported by the National Science Foundation via grant HRD- 0533520.Opinions expressed by the authors are their own and do not necessarily reflect the policies of theNational Science Foundation. Page 22.1607.8 Bibliography1. Division of Science Resources Statistics. (2008). Science and Engineering Degrees: 1966-2006. (Detailed Statistical Tables NSF 08-321), Arlington, VA: National Science Foundation. Retrieved January 12, 2011, from http://www.nsf.gov/statistics/nsf08321/2. Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 Education: Understanding the Status and

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Denise Sekaquaptewa, University of Michigan

Tagged Divisions

Women in Engineering

-technicalmaterial, speaking for a shorter than expected period of time. Although limited in scope, surveyresults show that male students tended to rate their leadership and performance higher whenthere were fewer other men in the group. This research suggests that male students adopt moreactive roles and may have better outcomes than female students in project presentation groups.Introduction and BackgroundAlthough women are well represented among the total undergraduate population at theUniversity of Michigan, female students are outnumbered by male students in the College ofEngineering. In 2009 and 2010, the incoming class in engineering was 23% female, consistentwith national trends and reflective of gender stereotypes depicting engineering as a “male

Conference Session

Reports from ADVANCE Institutions

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margaret B. Bailey, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology; Elizabeth A. DeBartolo, Rochester Institute of Technology; Jacqueline R. Mozrall, Rochester Institute of Technology; Gina M. Williams, Rochester Institute of Technology; Sharon Patricia Mason, Rochester Institute of Technology; Maureen S. Valentine P.E., Rochester Institute of Technology; Stefi Baum, Rochester Institute of Technology; Steven LaLonde, Rochester Institute of Technology

Tagged Divisions

Women in Engineering

3 5 45.5% n/a n/a n/a 45.5%Dean'sOfficesTotal 32 86 95 22.8% 26.6% 31.3% 23.7% 15.6%Women (36/115) (35/148) (24/154)STEMFaculty1 Represents Teaching (as opposed to Research) Faculty2 [2] Table F-2, http://www.nsf.gov/statistics/wmpd/tables.cfm NSF, Women, Minorities, and Persons withDisabilities in Science and Engineering, S&E doctoral degrees awarded to women, by field: 2000–08. Values listedin Table 1 were adjusted to reflect RIT S & E disciplines and necessary weighting based on discipline faculty count3 Data listed is for a subset of

Conference Session

Reports from ADVANCE Institutions

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jan Rinehart, Rice University; Eden B. King, George Mason University; Mikki Hebl, Rice University

Tagged Divisions

Women in Engineering

program. • 71% reported the mentor program "mostly" or "totally" met their goals • 78% reported they will participate next year • 50% reported they are part of another mentor programWhen asked, “As a result of my participation in the Triad Mentor program, I feel…”,participants' responses (indicated on a 5 point Likert scale, with 1 being “not true” and 5 being“very true.”) reflect that the program goals were being met. We anticipated that participantswould believe their success matters to the university and their school because the mentors wereoutside their departments, but found that mentees felt that their success mattered not only in theuniversity and school but also in their own departments. This suggests that the Triad Mentor

Conference Session

FPD V: Gender and Engineering Education: A Panel Discussion and Workshop

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Caitrin Lynch, Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Lynn Andrea Stein, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs, Women in Engineering

-analysis andaligning one’s intent with positive micro-messaging, engineering educators may begin theirjourney towards creating positive classroom environments for women and other marginalizedgroups. By effectively using micro-affirmations, clearly delineating parameters of acceptablebehavior (e.g., rendering micro-inequities visible), and making a conscious effort to view theeducational environment through the eyes of non-privileged groups, engineering faculty andmentors will make a great impact for all students, especially women. The power and effect ofchanging one’s language and subtle behaviors cannot be emphasized enough.A further step would be to move beyond individual reflection and behavioral changes to begindiscussing issues of privilege

Conference Session

WIED Olio

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peggy Layne, Virginia Polytechnic Institute and State University; Molly R. Hall, Virginia Polytechnic Institute and State University

Tagged Divisions

Women in Engineering

general consensus from the focus groups is that Virginia Tech is more family-friendly than itused to be. Newer faculty members with families appear to be having a different experience thantheir colleagues with more years of service (e.g., faculty members who started as assistantprofessors in the 2000s vs. faculty members who started as assistant professors in the 1990s orearlier). “One thing that has been a change I think largely as a result of the Advance grant is I do think the focus on work-life balance and being more family-friendly. That really has changed quite a lot.” – focus group participant “I think that that directly reflects a change in attitude. It's actually okay to have a baby, it's okay to have to do

Conference Session

Recruitment & Retention of Women II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donna Milgram, National Institute for Women in Trades, Technology & Sciences (IWITTS)

Tagged Divisions

Women in Engineering

retention of both female and male students as measured by an external evaluator. It isto this project model—used by IWITTS in three national demonstration projects to increase thenumber of women in STEM programs where they are underrepresented—that IWITTS attributesthe positive results of the CalWomenTech Project.This material is based upon work supported by the Program for Research on Gender inScience and Engineering from the National Science Foundation under Grant No. 0533564. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author and do not necessarily reflect the views of the National Science Foundation (NSF)References[1] Suzanne G. Brainard and Linda Carlin, "A Six-Year Longitudinal Study of

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aura Tuulia Paloheimo, Aalto University, School of Science and Engineering; Kaisa Pohjonen, Aalto University; Pirjo Helena Putila

Tagged Divisions

Women in Engineering

the form of narrative inquiry. The data collectionmethod was simple: all new arriving students in our Aalto University School of Science andTechnology wrote free-form stories about their pathways into the engineering fields. Theminimum length of the essay was two A4 pages with font size of 12 pt at maximum. Thedeadline for the essay was set four weeks from the beginning of the semester. In that way, thefirst impressions of the initiated studies already reflected in the structure and content ofstudents‟ essays.All students were informed about possible research use with guaranteed anonymity of the Page 22.1144.3contributing students. Students were

Conference Session

Engaging Students in Engineering (ENGAGE)

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan Staffin Metz, Stevens Institute of Technology; Sheryl A. Sorby, Michigan Technological University; Tricia S. Berry, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Ana Maria Dison, University of Texas, Austin; Yosef S. Allam, The Ohio State University; John A. Merrill, Ohio State University; Wally Peters, University of South Carolina, Department of Mechanical Engineering; Erica Pfister-Altschul, University of South Carolina; Sarah C. Baxter, University of South Carolina; Guangming Zhang, University of Maryland, College Park, Department of Mechanical Engineering; James A. Leach, University of Louisville

Tagged Divisions

Women in Engineering

Isometric sketching accuracy and ability.On-Going Plans and ChallengesThe curriculum used in the ASV seminar concentrated on skills which are frequently used inCAD (e.g., isometric views, rotation, reflection, Boolean operations). A sample of civil andmechanical engineering freshmen who took a CAD course in Fall 2010 will re-take the PVST:Rin Spring 2011 to see if there has been any improvement in performance. If so, the CAD classesmay be an excellent place to integrate spatial visualization instruction into the existing content.Incoming freshmen for the 2011-12 school year will be given the same PVST:R during Summerorientation to gather additional data about student skill level.The most significant challenge faced in the USC implementation was low