Conference Session

Women in Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mahaa Mayeesha Ahmed, Rowan University ; Melanie Basantis, Rowan University; Kauser Jahan, Rowan University

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Diversity

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Women in Engineering

Paper ID #24862Board 135: Reflecting on 20 Years of the Attracting Women into Engineering(AWE) WorkshopMiss Mahaa Mayeesha Ahmed, Rowan University Mahaa Ahmed is currently a senior at Rowan University in Glassboro, NJ studying Biological Sciences and Philosophy and Religion Studies with a minor in Dance. She is a student worker in the Outreach Office of the Henry M. Rowan College of Engineering and helps coordinate K-12 STEM programs during the academic year as well as STEM camps during the summer. She will be pursuing a MS in Environmental Health at Harvard T.H. Chan School of Public Health upon graduation.Ms. Melanie

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Dante Fratta, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin, Madison; Wayne P. Pferdehirt, University of Wisconsin, Madison; Heidi-Lynn Ploeg, Queens University at Kingston; Barry D. Van Veen, University of Wisconsin, Madison

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Women in Engineering

call this use of SET into question. In particular, evidence hasshown that SET do not reflect the effectiveness of instruction or learning [1], [2]. Therefore,changes to teaching practices in response to student feedback through SET may not improveteaching or learning effectiveness. Moreover, SET data are biased. Multiple studies have shownthat SET results are biased with respect to gender [3], to sexual orientation and gender identity[4], and to race [5]. Even purportedly objective metrics, such as how quickly homework aregraded and returned, are affected by student understanding of gender [3]. For all of these reasons,SET are problematic when used in merit, tenure and promotion decisions.Appropriate Use of SETSET are unlikely to be eliminated

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jiahui Song, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology; Joseph F. Santacroce P.E., Wentworth Institute of Technology

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Diversity

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Women in Engineering

project was LED Dexterity Challenge. A survey wasconducted to collect data right after students completed each workshop to evaluate the content ofthe workshop. 169 girl scouts members participated in the STEM program and took the survey inthe past two years. The survey shows 95% students enjoyed Electrical Engineering workshopactivity while 98% of the students enjoyed Computer Engineering. Students reflected that theywould like to participate more STEM related activities in the future.The program represents part of our university’s ongoing efforts to interest young women inSTEM and is part of the Girl Scouts' “fun with purpose” K-12 curriculum. That initiativeintroduces scouts of every age to STEM to inspire them to embrace and celebrate

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ellen K. Foster, Purdue University-Main Campus, West Lafayette (College of Engineering) ; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity

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Women in Engineering

throughprocesses of community-building, organizing, and education, creating transformativeexperiences in democratic and reflective spaces that directly address root causes. This mayinclude every-day actions such as cooking, gardening, building, establishing space, as well asperformance and creative output.In conversation with Highlander’s practices of creative resistance and agency building, we alsotake from the foundational work of Imarisha Walidah and Adrienne Maree Brown regarding thepractice of emergent strategies for community organizing and enacting change [16]. Brown andWalidah have established the technique of future visioning through the writing of science fictionnarratives that enable social critique as well as creative resistance and playful

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexa Rihana Abdallah, University of Detroit Mercy; Diane L. Peters, Kettering University; Gloria Guohua Ma, Wentworth Institute of Technology; Stephanie G. Wettstein, Montana State University; Maryam Darbeheshti, University of Colorado, Denver; Karinna M. Vernaza, Gannon University; Christina Keenan Remucal, University of Wisconsin-Madison

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Diversity

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Women in Engineering

. Section V provides a conclusion and implications.II. MethodsThis study was conducted by a combination of a survey of the faculty advisors/counselorscommunity within SWE, and through the analysis of written reflections provided by the authorsof the paper, all of whom are faculty advisors and/or counselors. In 2017, this group of eightadvisors and/or counselors identified factors that contribute to their level of involvement inrunning student organizations. Their individual experiences were shared with respect to their rolein the section’s long-term and short-term goals for the success and sustainability of studentorganizations.The survey was developed based on the goals of the study, with several rounds of review andrevision to ensure that the

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Quiles-Ramos, Virginia Tech; Ellen K. Foster, Purdue University-Main Campus, West Lafayette (College of Engineering); Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Jennifer Karlin, Minnesota State University, Mankato

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Diversity

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Women in Engineering

-consuming nature of fostering several weaker ties.Too much time spent on strengthening weak ties can be difficult, particularly those whom arecommonly tokenized, like women in engineering or those with interdisciplinary degreebackgrounds. Cultivating several functioning weak ties assumes unwritten network requirementsthat are problematic due to their gender-neutral structure, an informal unwritten practice ofnetworks. With men usually in the highest positions of power (seen also in engineering fieldstoday), network structures are related to gender composition of the network and leadership withinthe network; therefore, making women tokenized members (Kanter, 1977). In a network, memberstend to select individuals that reflect themselves for entry to

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jia G. Liang, Kansas State University; Rick Evans, Cornell University; Stacey E. Kulesza, Kansas State University

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Diversity

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Women in Engineering

reflection that results in apositive experience as well – positive in the sense that the experience of the power of namingand claiming can itself be empowering.A Multiple Case StudyCase study methodology can be defined as in-depth research that focuses on a specific anddistinct “phenomenon of scientific interest” [10]. Such a phenomenon can be “a group, anindividual, an organization, a community, a relationship … or a specific project” [11]. Ourparticular focus was a group of individuals, and therefore a multiple case study. Thoseindividuals were undergraduate women in ESPTs who understood themselves to have hadgenerally (but not exclusively) positive experiences and were willing to share descriptions ofthose experiences. This focus required that we

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Elizabeth Long Lingo, Worcester Polytechnic Institute

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Diversity

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Women in Engineering

tone of the reform and interactions among the parties involved. A summary of thistimeline is presented in Table 1. We also gathered information and analyzed the composition ofeach committee during each academic year of the promotion reform process: the number ofmembers by gender, rank, and type of appointment (tenure-track or non-tenure track). Thesedemographic dimensions reflect underlying power differentials among institutional members andmay also reflect a variety of professional interests and strengths.Step 2. Inductively generating categories and micro-processes. We then analyzed our casestudy data to identify key categories of action and interaction within the reform process. We paidclose attention to how these actions and interactions

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

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Diversity

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Women in Engineering

regarding theinstructional process. One girl appreciated the neat and detailed power point lecture notes, whileanother girl wished that hand outs had been given out. This would have been beneficial as the girlscould write notes for further reflection. It would have been a great addition to the lecture notes thatthe girls already had online access through the HBCU’s Blackboard Education Suite.Mixing of Cement Pastes: Four themes emerged from data analysis.Doing: Sixty-two percent (62%) of the girls made ‘doing’ statements to include calculating,measuring, timing, mixing, and ramming. One girl noted that ‘…mixing and ramming the cementpaste was really fun, and exciting but also pretty messy at the same time…’Comprehending: Fifty-two percent (52%) of

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

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Diversity

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Women in Engineering

engineering.Davies and Gannon define Feminist Poststructuralism as a third kind of Feminist theory afterradical and liberal feminism [34]. They continue “feminist post-structuralism troubles the binarycategories male and female, making visible the constitutive force of linguistic practices, anddismantling their apparent inevitability” [34 p. 321]. Without a frame that looks to gender toinform practice and reality, there is no way to uncover the dichotomy that exists within the fieldof engineering.Dual IdentityThe subjectivity espoused by Feminist Poststructuralism is reflected in the ideas of a dualidentity. People, in particular women in STEM, are subjected to factors outside of the “norm.”The notion of double consciousness is applied to women in

Conference Session

Women in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

H. Paige Brown, Purdue University-Main Campus, West Lafayette (College of Engineering); Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity

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Women in Engineering

developing newknowledge although this is possible” [9, p. 18]. The initial review of the articles consisted of ahigh-level examination of the articles in which the researcher noted the purpose, questions, andresults of each study. During this review, the first author reflected on what was read, noting keyfindings and making initial connections. The second review included an examination of themethodology, results, discussion, and any implications or limitations of the studies. During thesecond review of the data, themes common to the articles were extracted.ResultsThree themes emerged from the analysis of 11 articles collected in the systematized search. Thethemes describe the types of experiences women encounter in engineering industry. Most of

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sagit Betser, University of California, Davis; Lee Michael Martin, University of California, Davis; Rebecca Ambrose Ph.D., University of California-Davis

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Diversity

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Women in Engineering

builders as an important experience they desired for themselves. For example,Batya, an 18 year old African-American girl who came to the program from a large city,explained that she took the time to reflect and think whether and how participation in theprogram would be beneficial to her. She described having conversations with her design teacherand several women in her family. Batya described that making and building was something thatshe was used to doing alongside her brothers: “Growing up I have all brothers. So being aroundgirls and doing stuff that I would normally do with boys, it, kind of I guess, not changes myperspective, but widens it. So, I might be more comfortable personally just working doing thingsthat I wouldn't normally do with

Conference Session

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mir M. Hayder, Savannah State University; Asad Yousuf P.E., Savannah State University; Bryan Knakiewicz, Savannah State University

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Diversity

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Women in Engineering

challenge due to the unavailability of the participants and their parents. This was resolved by arranging the camp in two separate weeks to make sure that all twelve participants can take part in both weeks’ activities.(3) The length of the summer camp was an issue for some participants. Personal conversations with the participants revealed that some of them would preferred a week-long camp instead two weeks. It was also reflected in the performance of some of them as they become less attentive at the end of week two.(4) As shown in Appendix A, a session was scheduled for parents to inform them about their children’s career in engineering/technology areas. However, the session was postponed owing to less interest from them

Conference Session

PANEL: After #MeToo: What’s next for Women in the Engineering Workplace?

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer J VanAntwerp, Calvin College; Denise Wilson, University of Washington; Sandra D. Eksioglu, Clemson University; Joanna Wright, University of Washington

Tagged Divisions

Women in Engineering

reflected in the growing number ofwomen who joined the workforce. Marriage rates among young people declined as peoplewaited longer to marry. Birthrates also declined (in comparison to the boom of the 1950s),household sizes dropped, and divorce rates grew, so that by 1978, women headed over 14percent of American families. Although occupations continued to remain highly segregatedalong gender lines, more and more women began to enter the workforce. By 1978, women madeup 42% of wage earners, up from 32% in 1950. Among working women, 78 held jobs in sales,service, or factories, while only 22% worked in managerial or professional occupations—and themajority of those were in teaching and nursing [16]. These segregation patterns continuedthrough the

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bradley Joseph Priem, Northeastern University; Caroline Ghio, Northeastern University; Hannah Boyce, Northeastern University; Sydney Anne Morris, Northeastern University; Emma Kaeli, Stanford University; Tyler Byrne Cole, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

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Diversity

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Women in Engineering

likely to be retained [6].Effects of gender on retention and successGender influences patterns of retention and academic success in engineering programs. Inengineering majors, men typically outnumber women, as reflected in a 2017 report whichrevealed only 21.3% of bachelor’s degrees in engineering were earned by women [14]. Despitewomen earning fewer engineering degrees than men, a positive correlation between being femaleand graduation rates has been found [3]. Women frequently have been reported to be more likelythan men to earn a bachelor’s degree once enrolled, regardless of the time frame needed to earnthe degree [15] [16] [17]. The evidence, however, has not been uniform: Lord et al. [18] foundno significant difference in four-year

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christina K. Lam , Arizona State University; Samantha N. Cruz, Arizona State University; Nadia N. Kellam, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

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Diversity

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Women in Engineering

workas a reflection of themselves. For example, Wynita, a third-year robotics engineering student,described how the makerspace allows her to create. In the makerspace environment, I don’t feel like I’m being pushed to do something. I’m working on this. I’m going to do it my way. No ifs, ands, or buts about it. This is going to be me. This is going to be my own work.It appeared that more time in the makerspace for these participants to create their own projectsfostered more autonomy and confidence. The makerspace also represented an environmentwhere there was some flexibility for trial and error. Although Winnie noted that female makers,including herself, felt self-imposed pressure to maintain perfection, she also acknowledged

Conference Session

Women in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

John M. Mativo, University of Georgia; Uduak Z. George, San Diego State University

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Diversity

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Women in Engineering

U.S.filled in 47% of all jobs but only 24% of the STEM jobs [6]. In other words, 76% of the STEMjobs are held by men. In community services, women had a volunteer rate of 27.8% in 2015compared to men 21.8%. Women volunteered at a higher rate than men and this was true acrossall age groups, educational levels, and major demographics characteristics (such as race andemployment status) [7].Influence is closely associated with leadership. A capable leader provides guidance at theworkplace, home, and/or community [8]. It follows that, those influencing are consideredefficient leaders that motivate their colleagues, family or community [9, 10]. Transformativeleadership idealizes influence which reflect standards of moral and ethical conduct; it

Conference Session

Women in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ona Egbue, University of South Carolina Upstate; Arshia Khan, University of Minnesota Duluth; Rania Al-Hammoud P.Eng., University of Waterloo

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Diversity

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Women in Engineering

is that women in academia are often seen as lessaccomplished and less capable than their male counterparts regardless of their achievementsand as a result, receive lower ratings [16]. Most evaluations do not reflect the faculty’sknowledge, clarity and organization, but show students’ attitudes towards the class andinstructor instead of information on teaching performance, resulting in some instructorsreceiving higher rating by offering students extra grades [14], [17].There are fewer studies conducted on minority faculty research, especially females and racialminorities, compared to studies on faculty evaluations [18]. Furthermore, females typicallyspend more time on teaching and advising, reducing the time that could be used for

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

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Diversity

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Women in Engineering

dates back to the American philosopher John Dewey who defined it asreflective thinking. Dewey defined reflective thinking as “…the ground or basis for a belief isdeliberately sought and its adequacy to support the belief examined” [4]. This definition evolvedinto intellectual abilities and skills by Benjamin Bloom who developed Bloom’s taxonomy ofeducational objectives [5]. Currently, P21 classifies critical thinking as reasoning effectively, usingsystems thinking, making judgements and decisions, and solving problems [3]. Critical thinking is important to develop in students. The Femineer® Program is able tohelp students develop critical thinking skills by introducing systems thinking into the WearableTechnology curriculum. This will

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)

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Diversity

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Women in Engineering

., vol. 13, no. 2, pp. 96–124, 2014.[19] R. R. Bailey, A. K. Swan, A. Coso, M. F. Creager, and H. T. Rowan-Kenyon, “The role of gender in student perceptions of leadership on interdisciplinary engineering teams,” J. Women Minor. Sci. Eng., vol. 18, no. 2, pp. 97–113, 2012.[20] E. A. Flynn, G. Savage, M. Penti, C. Brown, and S. Watke, “Gender and Modes of Collaboration in a Chemical Engineering Design Course,” J. Bus. Tech. Commun., 1991.[21] S. B. Berenson, K. M. Slaten, L. Williams, and C.-W. Ho, “Voices of women in a software engineering course: Reflections on collaboration,” J. Educ. Resour. Comput., vol. 4, no. 1, p. 3–es, 2005.[22] K. Beddoes and G. Panther, “Gender and teamwork: An analysis of professors

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey Buckley, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH Royal Institute of Technology; Tomás Hyland, University of Limerick; Niall Seery, Athlone Institute of Technology; Arnold Neville Pears, Royal Institute of Technology (KTH)

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Diversity

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Women in Engineering

for the academic year 2017/18, withapproximately 125,000 students in Year 1. Considering the impending increase, taking 125, 000as the population size, a sample size of 383 is needed to achieve a 95% confidence level with a5% confidence interval. Data collection in the project reported on in this paper is currently stillongoing with the aim of collecting data from 400 Irish 3rd Year students and 400 Swedish Year 9students. The results reported in this paper reflect the current stage of data collection (ntotal = 513)and come from five random Irish schools and five random Swedish schools. Participants fromIreland (nIreland = 302) had a mean age of 14.63 (SD = 0.54) and comprised of 136 males, 149females, 9 participants who identified as other

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Jennifer J. VanAntwerp, Calvin College; Joanna Wright, University of Washington; Lauren Summers, University of Washington

Tagged Divisions

Women in Engineering

this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation. The authors also wish to thank Dr. Rebecca Bates, Dr. TamaraFloyd-Smith, Dr. Melani Plett, and Dr. Nanette Veilleux for their help in recruiting interviewparticipants for this project.References[1] S. Fayer, A. Lacey, and A. Watson, “Science, technology, engineering, and mathematics (STEM) occupations: past, present, and future : Spotlight on Statistics: U.S. Bureau of Labor Statistics,” U.S. Bureau of Labor and Statistics, Jan. 2017.[2] D. J. Nelson and C. J. Brammer, “A national analysis of minorities in science and engineering faculties at research universities,” Oklahoma University, Norman, Oklahoma, Jan