Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Pierce, Purdue University; Nichole Ramirez, Purdue University; Carla B. Zoltowski, Purdue University; William C. Oakes, Purdue University

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Diversity

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Women in Engineering Division (WIED)

. Carla B. Zoltowski, Purdue University Carla B. Zoltowski is an associate professor of engineering practice in the Elmore Family School of Electrical and Computer Engineering (ECE) and (by courtesy) the School of Engineering Education, and Director of the Vertically Integrated Projects (VIP) Program within the College of Engineering at Purdue. She holds a B.S. and M.S. in Electrical Engineering and a Ph.D. in Engineering Education, all from Purdue. Dr. Zoltowski’s research interests include the professional formation of engineers, diversity, inclusion, and equity in engineering, human-centered design, and engineering ethics.Dr. William ”Bill” C. Oakes, Purdue University William (Bill) Oakes is the Assistant Dean for

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camila Zapata-Casabon, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile

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Women in Engineering Division (WIED)

level. To address these objectives, a self-administered questionnaire was employed, adapted, and validated for the context of engineeringstudents in Chile. The questionnaire covers the perception of incorporating gender perspectivesin a higher education institution across three dimensions: (1) Institutional sensitivity to genderperspectives, (2) Integration of gender perspectives into the curriculum, and (3) Awareness ofgender inequalities in the classroom. The results allow for the characterization of the sample'sperception regarding incorporating gender perspectives into their engineering educationprograms. Furthermore, it is worth noting that statistically significant differences exist betweenthe perceptions of men and women concerning the

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)

the workforce. An analysis of student reflections from exit interviews of graduatingstudents from 2018 and 2019 cohorts and journal entry data collected from students from therecent 2023 cohort is presented in this work. The themes emerging from this analysis show thatboth graduating students and current students seek to strengthen the RAMP community beyondthe summer program. Their recommendations point to the need for continuing support in bothpersonal achievement and for advocating the needs of their peers. With over a hundred RAMPparticipants now established across the engineering majors and the workforce, theserecommendations will be integrated in the participatory action research framework that anchorsthe design of RAMP. We will address

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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Diversity

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Women in Engineering Division (WIED)

individuals who strongly identify withthese disciplines tend to be more motivated to pursue careers in these areas and confrontchallenges with greater confidence [11] [12. Moreover, various studies highlight the importanceof belonging in making students feel welcomed by the institution, thereby enhancing self-efficacy [11], [13].Hence, incorporating a gender perspective in higher education institutions, especially inengineering schools dominated by men, becomes relevant. Higher education institutions shouldrecognize that a gender perspective should be an integral part of the institution. This perspectiveinvolves not only considering the concerns and experiences of women and men but also takingspecific actions oriented toward achieving gender equality

Conference Session

Women in Engineering Division (WIED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amber L Doiron, University of Vermont; Katherine O'Shea; Nicole M Miller, Vermont Afterschool, Inc.; Tracy L Truzansky

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Diversity

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Women in Engineering Division (WIED)

foundation for entry into most STEM-related occupations, and interventions in earlyeducation are seen as a promising avenue to move girls towards careers in engineering.Compared to classroom teaching, afterschool programs are unique in their ability to offer moretime-flexible, hands-on activities that advance student-centered learning, which is crucial inSTEM education [2] - [4]. Linking Engineering to Life (LEL) is an afterschool, experientialengineering curriculum launched in the fall of 2020 by Vermont Afterschool, a statewidenonprofit dedicated to strengthening programs, empowering youth, and expanding access toafterschool and summer programs so that all Vermont youth are active, engaged, connected, andheard. LEL’s goal is to overcome barriers

Conference Session

Women in Engineering Division (WIED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Monica Stephens, Spelman College; Tiffany Renee Oliver, Spelman College; Pamela M Leggett-Robinson, PLR Consulting

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Diversity

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Women in Engineering Division (WIED)

topersist in STEM for these STEM students[12].STEM identity is a reflection of how one understands and positions oneself within theSTEM culture and is often defined as the composition of self-views that emerge fromsocialization and culturalization. Settings (communities) have the power to influence,create expectations, and influence decisions regarding STEM persistence.Culturally Relevant Pedagogy and Persistence in STEM DisciplinesCulturally Relevant Pedagogy (CRP) is an approach to teaching that recognizes andvalues the cultural experiences and identities of students and incorporates theseexperiences into the curriculum and teaching practices [17]. This approach has beenshown to be particularly effective in increasing the retention of

Conference Session

Women in Engineering Division (WIED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catherine MacKenzie Campbell, University of Toronto, Canada; Andrea Chan, University of Toronto, Canada; Jessica J. Li, P.E., University of Toronto, Canada; Philip Asare, University of Toronto, Canada; Emily Moore, University of Toronto, Canada

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Diversity

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Women in Engineering Division (WIED)

Paper ID #39609Gendered patterns in first-year engineering students’ career aspirationsand expectationsMs. Catherine MacKenzie Campbell, University of Toronto, Canada MacKenzie Campbell is a MASc student in Chemical Engineering specializing in Engineering Education. Her thesis is exploring how the quality of work-integrated learning experiences shape women engineers’ career intentions, with a focus on intersectionality and diverse engineering fields including emerging and non-traditional areas of practice. MacKenzie has an undergraduate engineering degree in Biomedical Systems Engineering, where her research

Conference Session

Women in Engineering Division (WIED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University

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Diversity

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Women in Engineering Division (WIED)

link to a digital portfolio of multimedia items such thatothers could then access a previous student’s story. This would allow engineering schools tocreate a museum of sorts with all their alumnus’ stories available to be viewed, and instead ofasking pioneers to spend significant time mentoring students, we could potentially allow studentsthemselves to explore stories and help them shift their own view of what the “Mythical Engineer”is for them.To start out this process, we would need to create these tools to help curate our stories. Then withthe tools in place, we could ask faculty and recent alumni to create a seed set of stories to start offan archive. Next, we would integrate story curation into our curriculum as activities/assignmentsthat

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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Diversity

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Women in Engineering Division (WIED)

Paper ID #41460Promoting Diversity in Welding Engineering Technology through the Mediumof ArtDr. Mary Foss, Weber State University Dr. Mary Foss is an Associate Professor in the Department of Manufacturing Systems Engineering. With a background in industry, she saw a disconnect between classroom learning and the real-world experience she needed once joining the workforce in the Aerospace Engineering industry. As a result of her industry experience she incorporates project-based learning throughout her curriculum and service and scholarship interests as a means of developing skills in problem solving, engagement, and

Conference Session

Women in Engineering Division (WIED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahjah Marie Johnson, University of Cincinnati; Samieh Askarian Khanamani, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Whitney Gaskins, University of Cincinnati

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Diversity

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Women in Engineering Division (WIED)

Climate 11.1 IntroductionSTEM educators are an integral part of the STEM ecosystem because of their role in preparingSTEM professionals [4]. Just as important to industry, are the educators who cultivate andinfluence the intellectual prowess of future STEM professionals. Diverse instructors in STEMalso aid in decreasing barriers to accessing STEM and thus increasing student retention in STEMfields [5]. Furthermore, how educators within STEM espouse their values about the importanceof STEM has a culminating effect for students’ persistence and overall achievement in STEMacademics [6]. Instructors’ perception of the STEM field and its culture attached

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers; Rachel Porcelli, Society of Women Engineers

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Diversity

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Women in Engineering Division (WIED)

. She explores how the integration of school safety strategies with disciplinary practices, often under zero-tolerance policies, blurs the lines between them, suggesting that both are byproducts of the school-to-prison pipeline.Dr. Roberta Rincon, Society of Women Engineers Roberta Rincon, Ph.D., is the Director of Research and Impact for the Society of Women Engineers. She is responsible for overseeing the research activities for the organization, including collaborative research projects with external researchers and dissemination of SWE research through academic conferences, the SWE Research website, and the annual SWE State of Women in Engineering magazine issue. She is the Principal Investigator for the NSF

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janne Mishanne Hall, Morgan State University; Temberlenn Donald Ashton Hall, Northwestern Oklahoma State University

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Diversity

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Women in Engineering Division (WIED)

Paper ID #43087Undergraduate Engineering Education: Creating Space for Multiply MarginalizedStudentsDr. Janne Mishanne Hall, Morgan State University Dr. Janne Hall is an adjunct at Morgan State University and Texas Southern University. She teaches undergraduate electrical and computer engineering courses. She is also a committee member for the implementation of new engineering programs and curriculums for existing programs. Dr. Hall earned a BS in electronic engineering and a MS in computer science from Texas Southern University, and a PhD in electrical engineering from Jackson State University. Dr. Hall worked as a RF

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christine Michelle Delahanty, National Science Foundation

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Diversity

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Women in Engineering Division (WIED)

component for innovation in theindustry [33]. Traditional engineering programs do not adequately prepare students to be designengineers. Despite advances in engineering education, there is a substantial disconnect betweenengineering education and the practice of engineering, that includes teamwork, collaboration,business and marketing skills in addition to traditional engineering skills [31], [33]. In the ABETCriteria for Accrediting Engineering Programs, to prepare engineering students for industry,creativity was highlighted in the engineering curriculum, as a necessary element foraccreditation, where ABET defined engineering design as an iterative process leading to aproduct or solution of the highest possible quality [34].Project-based learning

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Idalis Villanueva Alarcón, University of Florida

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Diversity

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Women in Engineering Division (WIED)

: Routledge, 2013, pg. 23-51.[40] G. Ladson-Billings and W. F. Tate, "Toward a critical race theory of education," Teachers college record, vol. 97, no. 1, pp. 47-68, 1995.[41] G. Ladson-Billings, "From the achievement gap to the education debt: Understanding achievement in US schools," Educational researcher, vol. 35, no. 7, pp. 3-12, 2006.[42] T. J. Yosso, "Toward a critical race curriculum," Equity & Excellence in Education, vol. 35, no. 2, pp. 93-107, 2002.[43] A. J. Artiles, "Untangling the racialization of disabilities: An intersectionality critique across disability models1," Du Bois Review: Social Science Research on Race, vol. 10, no. 2, pp. 329-347, 2013.[44] A. Bal, K. Afacan, and H. I. Cakir, "Culturally responsive

Conference Session

Women in Engineering Division (WIED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Women in Engineering Division (WIED)

Risk Management and Insurance industry. Throughout her career, she wrote articles and papers on the topic of Risk Management Information Systems and delivered several invited presentations at Risk Management Conferences as she was a recognized expert in the discipline.Dr. Lisa Cullington, National University Lisa Cullington, Ph.D. is an educational researcher with expertise in curriculum development, learning outcomes and educational assessment best practices. She focuses on building and evaluating academic programs that promote inclusive excellence for all learners. Currently, Dr. Cullington serves as the Director of Learning Outcomes for National University. Previously, she was the Founding Co-Director of the

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)

with and support students with a broad spectrum of learning preferences.Dr. Jerrod A Henderson, University of Houston Dr. Jerrod A. Henderson (”Dr. J”) is an assistant professor in the William A. Brookshire Department of Chemical and Biomolecular Engineering at the Cullen College of Engineering at the University of Houston (UH). He began his pursuits of higher education at Morehouse College and North Carolina Agricultural & Technical State University, where he earned degrees in chemistry and chemical engineering as a part of the Atlanta University Center’s Dual Degree in Engineering Program. While in college, he was a Ronald E. McNair Scholar, allowing him to intern at NASA Langley. He also earned distinction

Conference Session

Women in Engineering Division (WIED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alison Leigh Banka, University of Georgia; Agnes Germaine d'Entremont, P.E., University of British Columbia, Vancouver; Katherine A. Lyon

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Diversity

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Women in Engineering Division (WIED)

d’Entremont, P.Eng., is an Associate Professor of Teaching in the Department of Mechanical Engineering at UBC. Her work focuses on student learning and curriculum development in mechanical en- gineering. She teaches courses in mechanics, including orthopaedic biomechanics and injury biomechan- ics, and mechanical design, and teaches Arts and Commerce students about engineering. Her teaching- related interests include active learning, open educational resources (OER), and open pedagogy. She also focuses on student mental wellbeing and equity, diversity and inclusion (EDI) issues in engineering education and the broader engineering profession.Dr. Katherine A. Lyon ©American Society for Engineering