Conference Session

Women in Engineering Division (WIED) Technical Session 3 - Belongingness and Community

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katlin Hart Rowley, California State University, Fresno; Kimberly Stillmaker PE, California State University, Fresno; Aaron Stillmaker, California State University, Fresno; Hayley Garza; Edgar Zuniga; Lalita G Oka, California State University, Fresno

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Women in Engineering Division (WIED)

State University, Fresno,a Hispanic Serving Institution. Differences in perceptions of gender-based suitability and levelsof belongingness were observed between ethnic groups. A relationship between perceivingwomen to be less suitable for engineering and perceptions of increased difficulty for women inengineering was also observed.Introduction and BackgroundAlthough the number of engineering bachelor’s degrees awarded to women in the United Statesincreased noticeably in the 2010s [1] after decades of lackluster growth, women, especiallyBlack and American Indian / Alaska Native women, remain under-represented in engineeringrelative to their proportion of the US population. To improve the representation of women inengineering from under

Conference Session

Women in Engineering Division (WIED) Technical Session 5 - Careers and Professional Identity

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin L Schaefer P.E., University of Houston; Jerrod A Henderson, University of Houston

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Women in Engineering Division (WIED)

underrepresented students of all ages, STEM mentors, and their motivations and/or persistence. The first part of her career was spent designing residential split system HVAC equipment and Indoor Air Quality (IAQ) unitsfor Trane in Tyler, TX. Kristin has taught about design, engineering, and manufacturing to students of all ages in various places including to preschoolers via Schaefer Engineering’s STEM outreach, to senior mechanical engineering undergraduates at TAMU, to eighth graders in KatyISD at Beckendorff Junior High, and to freshmen mixed major undergraduates at UH and at TAMU. Kristin is also the mom of one smart teenage boy whose journey through learning differences and Type 1 Diabetes (T1D) has enabled her to connect

Conference Session

Women in Engineering Division (WIED) Technical Session 6 - Institutional Contexts

Collection

2024 ASEE Annual Conference & Exposition

Authors

Regina Werum, University of Nebraska, Lincoln; Patricia Wonch Hill, University of Nebraska, Lincoln; Joseph C Jochman, University of North Dakota; Andrea Johnson; Lance C. Perez, University of Nebraska, Lincoln; Stephen Cooper, University of Nebraska, Lincoln

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Women in Engineering Division (WIED)

research.IntroductionDespite decades of efforts to broaden participation in science, technology, engineering andmath (STEM) fields, most professionals in these generally high-paying, high-statusoccupations continue to be white men. In the United States, the STEM job-growth rateoverall is more than twice the average rate for the total workforce [1, p. 201], with most jobopenings in computer science and engineering (CS&E) [2]. The limited representation ofwomen in these fields is apparent: Women comprise just 28 percent of workers in science andengineering fields overall, and even less in CS&E fields [3].These labor-force dynamics also reflect trends in U.S. higher education: Although women’spostsecondary attainment rates exceed men’s, women remain

Conference Session

Women in Engineering Division (WIED) Technical Session 7 - Multi-URM Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

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Women in Engineering Division (WIED)

provide programs and spaces where minority studentscan foster higher self-confidence and positivity towards engineering.IntroductionReducing the gender gap in educational outcomes requires better recognizing the systemicbarriers that exist in higher education. Individual, group, institutional, and societal factors playan essential role in maintaining the gap in women's college attainment, particularly inengineering. According to the National Girls Collaborative Project [1], young women havesimilar abilities in mathematics and sciences but differ in their confidence, interest, andbelongingness to science-related fields, compared to young men. Historically, engineering hasbeen framed and perceived as a male-dominated discipline, emphasizing traits

Conference Session

Women in Engineering Division (WIED) Technical Session 4 - Hands-on Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Foss, Weber State University; Mark Baugh, Weber State University; Yucheng Liu P.E., South Dakota State University

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Women in Engineering Division (WIED)

has shown there is overwhelming evidence that women are underrepresented inengineering and technology [1]. Ample research has been done over the past several decades tounderstand this reality as well as the progress that has been made. In 1954, women made up lessthan 1% of the engineering B.S. degrees compared to 23% in 2020 [2]. This data is encouragingand matches research for degree intentions of freshman students. 2.6% of freshmen women hadintentions to major in Engineering compared to 13.7% for men in 2007 and by 2014, thepercentage of freshmen women intentions increased to 5.8% and freshmen men intentionsincreased to 19.1% [3 -6]. These increases are likely be attributed to many factors. Primary andsecondary education has increased a

Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen Watkins-Lewis, Morgan State University; Heather Dillon, University of Washington; Rebecca N. Sliger, Tacoma Community College; Bonnie J. Becker; Erica Cline; Cheryl Greengrove; Petronella A. James, Morgan State University; Angela Edes Kitali; Adrienne Scarcella

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Women in Engineering Division (WIED)

translate to many types of academic institutions, including creatingresearch opportunities with community college students. Our team has developed materials for mentortraining, recruiting students, and long-term funding strategies using templates for faculty grants. In ourfirst course offerings students have demonstrated a strong increase in research identity as observed instudent journal prompts and survey results.IntroductionThis research project is focused on developing and supporting equitable pathways to STEM graduateeducation for Women and Black, Latinx, and Indigenous students. Nationally, only 20% of undergraduateengineers and computer scientist degrees are awarded to women, and only 6% are women of color [1].Black/African American

Conference Session

Women in Engineering Division (WIED) Technical Session 2 - Personal Situations

Collection

2024 ASEE Annual Conference & Exposition

Authors

Enas Aref, Western Michigan University; Dina Idriss-Wheeler, University of Ottawa; Julia Hajjar, University of Ottawa

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Women in Engineering Division (WIED)

Education, 2024 Navigating Grief in Academia: Prioritizing supports for women scholars through informed approaches1. IntroductionWithin the context of academia, the imperative to address grief is particularly salient for womenscholars They often navigate a complex web of responsibilities balancing research, teaching,mentorship, structural inequities and caregiving roles [1], [2], [3], [4]. The experience of griefcan further compound these challenges, affecting the ability to meet professional demands whilecoping with personal loss. Moreover, societal norms and the culture of overwork in the UnitedStates [5] is demanding of productivity, and detrimental to individuals having to manageemotions and uphold productivity

Conference Session

Women in Engineering Division (WIED) Technical Session 8: Leadership and Persistence

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts, Lowell; Susan Thomson Tripathy, University of Massachusetts, Lowell; Sumudu Lewis, University of Massachusetts, Lowell; nadia sahila, University of Massachusetts, Lowell

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Women in Engineering Division (WIED)

goals andinterests for the future. Details of the program design and outcomes have been reported inprevious work [1-4].During the academic year, RAMP directors work with students on their individual needs,connecting students electing to participate in research with faculty mentors and findingopportunities for community engagement for those interested in volunteering and outreachactivities. Informal meetings, interviews, and cohort get-togethers are also organized. Theseevents have helped inform students' progress, their experiences, accomplishments, andchallenges. A key component of RAMP has been the engagement of students in focus groupsusing the framework of participatory action research [2]. In Fall 2023, a group of seven RAMPstudents from

Conference Session

Women in Engineering Division (WIED) Technical Session 4 - Hands-on Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Paz Gwynn, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile; Carolina Elizabeth Jerez, Universidad de Chile

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Women in Engineering Division (WIED)

, a secure space for thedevelopment of all individuals. This methodology allowed for the co-construction of knowledgewith students and faculties, illuminating the proposal for institutional actions that ensure theeffective incorporation of gender equality. It is intended to expand this work by organizingworkshops involving students and faculty members from all school campuses.Keywords: gender, institutional sensitivity, gender stereotypes, Lego Serious PlayIntroduction and FrameworkWomen are underrepresented in science and technology, particularly in leadership positions andspecialized, higher-paying roles. The representation of women in these fields is notably low, atmost 20% in OECD countries [1]. While participation rates may vary between

Conference Session

Women in Engineering Division (WIED) Technical Session 4 - Hands-on Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Federica Aveta, Wentworth Institute of Technology; Marisha Rawlins, Wentworth Institute of Technology; Afsaneh Ghanavati, Wentworth Institute of Technology; Gloria Ma, Wentworth Institute of Technology; Pilin Junsangsri, Wentworth Institute of Technology; Anuja Kamat, Wentworth Institute of Technology

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Women in Engineering Division (WIED)

, “Building a Digital Water Temperature Thermometer” for ComputerEngineering, and “Material Property Testing” for Mechanical Engineering.At the conclusion of the event, attendees were invited to participate in a survey to assess theirSTEM experience and to offer suggestions for program enhancement. This paper presents thesurvey findings and discusses the challenges encountered and potential improvements for futureSTEM outreach events, considering the valuable insights gathered from the students’ feedback.Index Terms ‒ Outreach, Female Students.1. IntroductionThe U.S. science, technology, engineering, and mathematics (STEM) workforce is fundamentalin propelling innovation and making significant contributions to national growth. The ever-growing

Conference Session

Women in Engineering Division (WIED) Technical Session 3 - Belongingness and Community

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Kacie Mennie, Louisiana Tech University; Ashton Garner Ward, Louisiana Tech University; Mary E Caldorera-Moore, Louisiana Tech University

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Women in Engineering Division (WIED)

, Minorities, and Persons withDisabilities in Science and Engineering: 2023 produced by the National Science Foundation,24% of the United States workforce consists of STEM or STEM-related occupations. However,only 18% of the total working females are employed in STEM professions, resulting in 35% ofthe overall STEM workforce [1]. This number becomes more dire when filtered for science andengineering occupations, reducing the percentage of females to 28%. Furthermore, whenlooking at the makeup of engineers in the labor force, only 16% are females [1].More promising is the statistic that over a ten-year period from 2011 to 2021, the female STEMworkforce saw a 31% increase. A small contribution to this is the number of bachelor’s degreesawarded to

Conference Session

Informal Education and Outreach Programs for Women Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lillian Clark Jeznach, Roger Williams University; Maija A Benitz, Roger Williams University

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Women in Engineering Division (WIED)

otherfactors that may increase self-efficacy and ultimately resiliency of the students in this programand beyond.IntroductionDuring the COVID-19 pandemic, engineering students faced significant academic challenges asuniversities transitioned quickly to remote learning. The abrupt shift disrupted hands-on labs,group projects, and practical experiences important to an engineering education and manyengineering courses [1, 2]. With the loss of access to physical lab spaces, equipment, and campusfacilities, instructors sought creative solutions for achieving course goals and ABET learningoutcomes remotely. Faculty and students had to learn to adapt to these new learning modes,tools, and technology quickly, which was challenging since few instructors or

Conference Session

First-Year and Experiential Learning for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jie Sheng, University of Washington, Tacoma; Justin Wang, The Overlake School

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Diversity

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Women in Engineering Division (WIED)

of the Computer Engineering discipline and learn the difference betweenComputer and other engineering programs, a free half-day workshop is planned and organized.The workshop targets 30 female and minority students who are interested in STEM disciplinesand currently attending community colleges in the area. During the event, attendees learn topicsincluding (1) how to use a breadboard, (2) what is an RLC circuit, (3) how to describe the circuitbehavior, and (4) how to use Arduino to implement feedback control of the capacitor’s voltage.These topics are carefully chosen to align with our CompE curriculum and require only basicknowledge of physics and calculus. To assess the outcomes, attendees are asked to do an entrysurvey, and a follow-up

Conference Session

Persistence, Outcomes and Barriers for Women in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tianjiao Zhao, East Carolina University; Xi Lin, East Carolina University; Xi Wang P.E., Drexel University; Yidan Zhu, Texas State University; Pianpian Huang, East Carolina University; Bingbing Li, University of British Columbia, Vancouver; Qiuhan Ji, University of British Columbia, Vancouver

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Women in Engineering Division (WIED)

informing academic discussions on STEM diversity,this study guides future research and institutional strategies aimed at attracting more women toSTEM fields, improving their career entry and advancement, and fostering a more inclusiveprofessional pipeline.Keywords: STEM Women, Gender Equity, Gender Bias, Career Dilemmas, Inclusive STEMEducation Strategies, Mentorship and Policy ReformIntroductionThe Science, Technology, Engineering, and Mathematics (STEM) industry has experiencedsignificant growth over the past few decades, driven by economic development, technologicaladvancements, and the increasing demand for innovation [1]. Despite this expansion, genderdisparities persist, with women remaining significantly underrepresented across STEM fields

Conference Session

Informal Education and Outreach Programs for Women Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elyse K. Zurawski, Purdue University at West Lafayette (COE); Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Mayari I. Serrano, Purdue University at West Lafayette (PPI); Lavanya Swaminathan, Purdue University at West Lafayette (COE)

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Diversity

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Women in Engineering Division (WIED)

experiences in engineering, aspira-tions to pursue postgraduate engineering degrees, and emotional well-being [1]. It has also beenshown that female mentors are more likely than male mentors to positively influence mentees’ sci-ence careers and that mentees with female mentors are more likely to view their mentors as goodrole models [2]. The National Academy of Sciences, Engineering, and Medicine released a reportin 2019 describing the science behind mentoring programs. Among their results, they found thatstudents with a mentor are more likely to succeed in their major [3]. Similarly, studies indicatedthat 100% of women in engineering who had women mentors continued in engineering, which is14% higher than those without mentors and 18% higher than

Conference Session

Messaging, Motivations and Supports for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

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Women in Engineering Division (WIED)

for students, many universities areturning to social media to outreach to potential students. Social media has been found to performan essential role in shifting sentiments, moods and overall image a university portrays [1]. Thisstudy examines the forward-facing presence of university engineering programs at two publicuniversities. This study uses content and textual analysis and the lenses of occupationaldemography and feminist post-structuralism to make sense of the messages the programs areportraying to potential students and other stakeholders about the student experience and learningoutcomes valued by the university. The study examines social media posts on Instagram,LinkedIn, and Facebook, as well as the university website and publicly

Conference Session

Informal Education and Outreach Programs for Women Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wynn Tranfield, University of California, Santa Cruz; Shelby Hallman, University of California, Los Angeles; Emily Halan Dovan, University of California, Los Angeles

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Diversity

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Women in Engineering Division (WIED)

identifiedimpactful outreach approaches, including connecting with student organizations to more directlyreach underrepresented populations, create programming, and build relationships. Findings alsoallowed for the development of system-wide learning materials and interventions optimized toreach this student group.Introduction Libraries are essential for student success, contributing to both academic achievementand feelings of belonging on campus – key factors in retention and post-graduate outcomes.Despite longstanding efforts to increase diversity in STEM fields, computer science andengineering programs contain proportionally fewer women than other STEM fields, both inengineering programs [1] and in professional roles [2]. Researchers sought

Conference Session

Programmatic Design and Resiliency Among Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jing Zhang, University of Illinois Urbana-Champaign; Hou Xie; Rosie Ruoci Shen, University of Illinois Urbana-Champaign; Valeri Werpetinski, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

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Women in Engineering Division (WIED)

innovation in Electrical and Computer Engineering. ©American Society for Engineering Education, 2025 Exploring Women Engineering Students’ Gendered Internship ExperiencesIntroductionGender disparity and inequality in engineering education and the workplace have long been apressing issue despite concerted efforts by higher education institutions to encourage womenstudents to pursue and persist in engineering majors [1, 2]. Women engineering students oftenperform equally well or better academically than men [3]. However, in the U.S., only 23% of theengineering bachelor’s degrees were awarded to women in 2020, and as of 2019, women heldabout 14% of engineering positions in the workplace [2]. This persistent decrease in

Conference Session

Systemic and Policy Issues affecting Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico (ITESM); Universidad Andres Bello, Santiago, Chile (UNAB); Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile

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Diversity

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Women in Engineering Division (WIED)

varied perspectives and experiences enhance creativity anddrive meaningful innovation. Through its initiatives, WIED is committed to promotingdiversity, equity, and inclusion while addressing critical challenges such as recruitment,retention, persistence, and graduation within engineering, engineering technology, and relatedfields. The Division also welcomes allies who share their mission, emphasizing theimportance of collective efforts to advance gender equity [1].Despite significant progress in scholarships over the past decade, further analysis is needed tounderstand trends and guide future efforts effectively. This study systematically mapsresearch published in the WIED proceedings from 2015 to 2024 to address these questions.By identifying

Conference Session

Systemic and Policy Issues affecting Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sofía E. Farfán, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catolica de Chile; Sofia Nicolai, Pontificia Universidad Catolica de Chile; Izabel Antle, Pontificia Universidad Católica de Chile; Gabriela García, Pontificia Universidad Catholica de Chile

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Women in Engineering Division (WIED)

[7]. This issue arises from the early stages of primaryand secondary education, being influenced by gender stereotypes and sociocultural factors thataffect students’ academic decisions [1].Previous studies have shown that educational experiences during secondary school are keydeterminants in students’ academic decisions of a university degree [1], where behavioralvariables such as self-efficacy, interests, outcome expectations, and goals play a fundamentalrole in their decision [4]. Furthermore, research suggests that students’ math achievement in theirfinal years of high school, the exposure to math and science courses, and math self-efficacy, allplay a crucial part in determining their intent to pursue a STEM major [8]. External factors

Conference Session

Messaging, Motivations and Supports for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Juan M Cruz, Rowan University; Corey T Schimpf, University at Buffalo, The State University of New York; Muhammad Ali Sajjad, University at Buffalo, The State University of New York; Melanie Gabriela Valladares, University at Buffalo, The State University of New York; Brianna Mateus, University at Buffalo, The State University of New York

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Women in Engineering Division (WIED)

systems. Framed theoretically under Acker’s Inequality Regimes thatacknowledges a variety of dimensions embedded in organizational inequality, we collectqualitative data that is later transformed into quantitative measures to be modeled throughQualitative Comparative Analysis. In this paper we describe the data collection stage, with thedecision making required to transform qualitative data into quantitative measures. We offer areflection of the challenges faced while collecting high level organizational data from publiclyavailable data for the execution of complex system modeling.IntroductionThe national need to broaden participation in STEM is persistent [1]. Significant resources havebeen invested into initiatives to expand the successful

Conference Session

Engagement and Participation for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lydia Prendergast, Rutgers, The State University of New Jersey; Lorne S. Joseph, Rutgers, The State University of New Jersey; Hayet Bensetti-Benbader, Rutgers, The State University of New Jersey

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Women in Engineering Division (WIED)

54students. The College was committed to science education since its inception. Laboratoryfacilities were continually expanded through the 1920s. See Figure 1. Figure 1: Douglass Chemistry Lab, Rutgers University, 1920Since 1986, the Douglass Women in Science and Engineering program (WiSE, originally namedthe Douglass Project for Women in STEM) has formally supported the advancement ofundergraduate STEM students at Rutgers University. Today By co-enrolling at Douglass and aRutgers academic school, students experience a small college atmosphere and programs thatempower their academic excellence and leadership development while engaging with all the richeducational resources of Rutgers University. Over half of Douglass’ enrollment consists ofSTEM

Conference Session

First-Year and Experiential Learning for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas; Aysa Galbraith, University of Arkansas

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Women in Engineering Division (WIED)

innovation and competitiveness across the continent. Onenotable contributing factor for this is the low participation of women in the field [1]. Accordingto the Bureau of Labor Statistics, percentage of graduating women engineers in 2022 was around20% and there was not much improvement in this over the past decade. Research has identifiedseveral factors influencing this underrepresentation of women in engineering, including societalstereotypes portraying engineering as a job suited for only men [2], a lack of visible successfulrole models [3], microaggressions, gender biases and social isolation from male counterparts [4,Chandler (2017)], work life balance issues and inequitable compensation [1].Previous studies [5] indicate that women in Science

Conference Session

First-Year and Experiential Learning for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Madeline JoAnna Szoo, Northeastern University; Courtney Pfluger, Northeastern University

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Women in Engineering Division (WIED)

experiencescorrelate with student learning outcomes and performance satisfaction at the end of the course.BackgroundTeamwork and Team EffectivenessThe 2024 - 2025 ABET Engineering Accreditation Criteria defines a team as “more than oneperson working toward a common goal… [including] individuals of diverse backgrounds, skills,or perspectives” [1]. Given that over 95% of US employees reportedly work within teams,teamwork has become a core competency for the employability of higher education graduatesand one of the top three skills employers seek in recruitment and selection [2]. Teamwork isintegral to product development, process improvement, and manufacturing activities in industrysettings, so future engineers must possess the ability to lead and work

Conference Session

Engagement and Participation for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ursula Nguyen, University of Nebraska - Lincoln

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Diversity

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Women in Engineering Division (WIED)

typically feminine may relate less to their engineering peers. Thus, the purposeof this full research paper is to examine the relationship between gender typicality andundergraduate women’s feelings of being included by their engineering classmates. This paperwill explore the following research questions: (1) What is the relationship between gendertypicality and women’s feelings of being included by female engineering peers? (2) What is therelationship between gender typicality and women’s feelings of being included by maleengineering peers? To address these questions, the paper will utilize quantitative survey datafrom a sample of approximately 420 undergraduate women of racially diverse backgrounds fromacross the U.S. who are studying engineering

Conference Session

Messaging, Motivations and Supports for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Barbara E. Marino, Loyola Marymount University; Agnieszka Miguel, Seattle University

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Women in Engineering Division (WIED)

academic journey, increase mentorship touchpoints throughout graduate school, and extendsupport into the initial years of faculty appointments. This expanded initiative, known as theiREDEFINE Inclusive Mentoring Hubs (i2 mHubs), is structured around three core modules.Module 1 invites early-stage graduate students to explore academic career pathways by providinginsights into the diverse types of faculty appointments, institutional settings, and the flexibilityand autonomy associated with faculty roles. It also highlights the rewarding experience ofmentoring and collaborating with students. The module will help participants identify actionablenext steps to strengthen their preparation for academic careers. Content will be delivered online ina mixed

Conference Session

Persistence, Outcomes and Barriers for Women in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Keune, Technical University of Munich; Daniela Villarreal Bermúdez; Kylie Peppler, University of California, Irvine

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Women in Engineering Division (WIED)

is guided by constructionist, posthumanist, and participatory theoretical commitments. ´Daniela Villarreal BermudezDr. Kylie Peppler, University of California, Irvine Dr. Peppler is a professor of Informatics and Education at University of California, Irvine who engages in research that focuses on the intersection of arts, STEM, and interest-driven learning. ©American Society for Engineering Education, 2025 NSF DUE: Everyday engineering: Leveraging craft to deepen engineering design and spatial visualization Author Name 1, Institution 1, Email 1 Author Name 2, Institution 2, Email 2

Conference Session

Engagement and Participation for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea Lidia (Lili) Castillo, Arizona State University

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Women in Engineering Division (WIED)

for being a “prototypicalmasculine profession” [1, p.351], where “‘doing the job’ often entails ‘doing gender’ …performing certain kinds of masculinities” [2, p.4]. Performing masculinity can present itself inthe form of distancing from traditional feminine attributes (e.g., social and girly) to embrace themore masculine (e.g., being strong and acting ‘normal’ in engineering) [3]. An environment thatperpetuates masculine social norms creates a hostile environment for individuals who do notperform or present themselves according to those standards [4]. The exclusionary environmentperpetuated within engineering can compound feelings of belonging uncertainty as women andother minoritized genders attempt to assimilate into engineering and be

Conference Session

First-Year and Experiential Learning for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Miranda Brown, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University

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Women in Engineering Division (WIED)

underrepresented by the personas created by students. This study further stresses theimportance of increasing efforts to further understand when and how societal perceptions aboutwhat engineers look like are formed, as even with the broadening participation in the field,aspiring engineers continue to visualize engineers in ways that align with stereotypes andmajority identities within the field.Introduction & Background The field of engineering within the United States has historically been dominated bywhite males, and even with efforts to broaden participation within the field of engineering,women remain in the minority [1]. While the recruitment of populations of folks who have beentraditionally underrepresented in engineering is a current

Conference Session

First-Year and Experiential Learning for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lorne S. Joseph, Rutgers, The State University of New Jersey; Lydia Q Prendergast, Rutgers, The State University of New Jersey

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Women in Engineering Division (WIED)

STEM/STEM adjacent major.IntroductionCourse-based undergraduate research experiences (CUREs) focus on creating an inclusiveresearch community for students and are excellent first-time research opportunities. Althoughclear definitions of CUREs vary, the elements they provide remain consistent. Women in STEMwho benefit from CUREs that are specifically designed for them participate in a first timetangible and quality research experience, engage in a collaborative learning environment,exercise scientific practices, and receive mentorship and support that address gender disparitiesin their various disciplines [1-3]. Strategies to increase gender diversity in STEM have beenemployed nationally over the years, with a focus on various collaborative