Conference Session

Women in Engineering Division Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Catherine Didion, National Academy of Engineering; Karen Peterman, Goodman Research Group, Inc.

Tagged Divisions

Women in Engineering

AC 2009-252: INCREASING FEMALE ENGINEERING-DEGREE ATTAINMENTIN ELECTRICAL AND MECHANICAL ENGINEERING DEPARTMENTSElizabeth Cady, National Academy of EngineeringNorman Fortenberry, National Academy of EngineeringCatherine Didion, National Academy of EngineeringKaren Peterman, Goodman Research Group, Inc. Page 14.729.1© American Society for Engineering Education, 2009 Increasing Female Engineering Degree Attainment in Electrical and Mechanical Engineering DepartmentsAbstractThe Engineering Equity Extension Service (EEES) project aims to increase the number ofwomen who graduate with baccalaureate degrees in engineering, with a specific focus on the

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leanne Kallemeyn, Loyola University Chicago; Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University Chicago; Jana Grabarek; Pete Livas Jr, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Psychology from Calvin College, and a PhD in Educational Psychology from the University of Illinois, Urbana-Champaign.Dr. Gail Baura, Loyola University Chicago Dr. Gail Baura is a Professor and Director of Engineering Science at Loyola University Chicago. While creating the curriculum for this new program, she embedded multi-semester projects to increase student engagement and performance. Previously, she was a Professor of Medical Devices at Keck Graduate In- stitute of Applied Life Sciences, which is one of the Claremont Colleges. She received her BS Electrical Engineering degree from Loyola Marymount University, her MS Electrical Engineering and MS Biomed- ical Engineering degrees from Drexel University, and her PhD

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenahvive K. Morgan, Rowan University; Mario J. Leone, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Engineer- ing Education) Fellow, 2014.Mr. Mario J Leone, Rowan University Mario Leone is an engineering consultant with 35+ years of technical and business experiences. He has worked for Schlumberger, Northern Telecom, Gandalf, and countless clients, and has been involved with 100+ product and research projects. He joined Rowan University’s Electrical and Computer Engineering Department in September 2013 as a Technologist. His interests include the Internet of Things, data com- munications, alternative energy and energy reduction, embedded design, process control, and automation. He is passionate about helping others learn, and helps students bridge the gap between theory and practice

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

participatingstudents, they serve many important opportunities roughly correspondent to those of professionalpractice that we might want to make available to all women (and men). They allow students toengage in real engineering work outside of their regular courses [4]. They provide anopportunity to break out of the boundaries of the core curriculum. Students learn how to generatea production schedule, to adhere to a budget, to raise funds, and to design-test-redesign intricatetechnological equipment – all relevant to developing appreciation for their authentic roles withinthe many different expressions of engineering [5]. And, they provide students with leadershipand followership experiences on projects that matter deeply to the many communities active inthe

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

apawley@purdue.edu.Dr. Shawn S Jordan, Arizona State University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Assistant Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and

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

consultants both to give advice to the original Extension Agents as well as to workdirectly with faculty members in mechanical and electrical engineering departments on projectsaimed at both K-12 and undergraduate students. Our website serves as a clearinghouse forresources developed during the Project as well as relevant research-based resources on genderequity, engineering education, and project management. This paper describes lessons learnedover the course of the project, the resources that were developed, and the application of theselessons and resources to other efforts to encourage diverse students to study engineering.IntroductionBetween 1966 and 2006, the percentage of women attaining bachelor’s degrees in all fieldsincreased from 42.6% to

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Charles Henderson, Western Michigan University ; Daniel Collier, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

theyprogressed through the curriculum. Hecht et al. 34 echoed similar pattern – women are more likelythan men to change to another major when they become dissatisfied with their class standing.This may be due to their feeling of being isolated in the academic environment. In general, theyrequire proving their worth more than their men colleagues. Felder et al. 35 categorically state thatwomen are as capable as men to become successful engineering students and outstandingengineers. However, their poor academic performance and lower confidence levels are due to avariety of social factors rather than intrinsic sexual differences, and those factors can beneutralized. Hawks and Spade52 found that women’s attitudes toward their abilities, and not theiractual

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

projects, and 3) the potential to direct this curriculum bysocial relevance matter in the recruitment, retention, and graduation rates of female students inLSE. Other researchers and educators have previously suggested that underrepresentation can beaddressed by re-evaluation of the “values and standards of science and science education”16 andthe development of a more gender-inclusive science and science education. Riley, et al (2009)call for the integration of “some classic themes of feminism [into engineering education andpractice] — asking who benefits and who is harmed, critically examining assumptions andpresumptions that create injustice, and creatively and energetically working for our dreams ofwhat could be” to produce both more socially

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

beenaveraging 12% over the time period in question; however, the percentage of women volunteeringis 41%. Other S-L programs report similar over-representation of women in voluntary projects(e.g., the ratio is two to one in the EPICS program (EPICS, 2009)).DiscussionSince the engineering profession needs more members in general and since women and otherunderrepresented groups are a valuable source of members, engineering education institutionsshould be focusing on attracting members of underrepresented groups into the profession. Thismotivation is in addition to the important objective of correcting the considerable imbalance ofdiversity in the profession. From the experience of one case study of integrating service-learningthroughout the curriculum

Conference Session

Women in Engineering Division Technical Session - Strategies Beyond the Classroom to Tackle Gender Issues

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eddie L Jacobs, University of Memphis; Amy L de Jongh Curry, University of Memphis; Russell J. Deaton, University of Memphis; Carmen Astorne-Figari, University of Memphis; Douglas Clark Strohmer, University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

involved in curriculum development and in efforts to form the professional identity of students. He serves as the faculty sponsor for IEEE-HKN honor society and a faculty advisor for IEEE. He provides numerous research experiences for undergraduates, primarily in the fields of optics and imaging which are his major areas of research. Dr. Jacobs is fellow of SPIE and a senior member of IEEE.Dr. Amy L de Jongh Curry, University of Memphis Amy L. de Jongh Curry, PhD, is an Associate Professor in the Department of Biomedical Engineering at University of Memphis (UM) with secondary appointment in the Department of Electrical & Com- puter Engineering. She also holds an adjunct position in the Department of Orthopaedic Surgery

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

highlight students’perception of the impact the designed program curriculum had on the growth of theirunderstanding of engineering. Yew et al. (2016) presents detailed results covering the evaluationof E-GIRL curriculums discipline specific lessons.18 Monaco et al. (2016) presents assessment ofstudent performance during the group project and oral presentation.11 During the application process, students were asked to complete a personal essay describingtheir interest in pursuing engineering and participating in E-GIRL. Additionally, students wereasked to provide personal achievements and past experiences that would make them successfulparticipants during the summer program. Applicant essays were coded by a group of fivereviewers determining

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gloria Ma, Wentworth Institute of Technology; Lili Ma, New York City Colledge of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

decide to remain in the STEM program. Mosatche et. al13 reported that facilitators play acritical role in participants’ engagement, achievement, and retention in the STEM relatedprograms. In other words, training the educators14 helps to encourage more students into theSTEM field. Lauwers et. al.14 introduced a strategy that both speeds uptake in the communityand improves the chances of the project creating an educational successful tool.This paper describes our experience along this line to attract high-school girls into the STEMfields. The high school collaborating with us is an all-girl high school in the Boston city. In orderto meet the requirement of an engineering and technology program expected from the highschool, the authors and the

Conference Session

Women in Engineering Division Technical Session - Development Opportunities for Diverse Engineering Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Elizabeth A. Powell, Tennessee Technological University; Seth Schlisserman; Alexandra Kirshon

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

universities, where the researchers asked participants aboutproblems they encountered during their engineering curriculum and to comment on problemscenarios. Findings suggest that students often lack resources for effectively solving teamproblems, though “high achieving” students, defined as having a self-reported GPA of 3.5 orabove, are often more proactive when dealing with slacker teammates, using strategies such assetting early deadlines or selecting teammates known also to be high achievers. However, acrossthe board, students preferred to “do nothing” when dealing with domineering or exclusionaryteammates.These findings shed light on the disproportionate burden women and under-representedminorities face in team projects and the lack of resources

Conference Session

Undergraduate Student Issues II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ann Sharon Lourens, Nelson Mandela Metropolitan University (NMMU) Port Elizabeth South Africa

Tagged Divisions

Women in Engineering

- Constructionarium, UK University and Industry PartnershipGraham et al.4 found that all eight universities‟ leadership programmes were hosted within theengineering school and that all followed a projects-based approach. The programmes consistedmostly of articulated outcomes (88 %) and, therefore, most activities were curriculum based(75%). Students were exposed to campus based hands-on projects and faculty members (75%)provided mentoring in the majority of the programs. The information from Graham et al.4 wasapplied to develop the new WELA LDP. A summary of the most significant activities or themesacross the eight university programmes is provided in Table 2. Table 2 is adapted from Grahamet al.‟s 4 original summary to illustrate only the most popular (50

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer I. Clark, Montana State University ; Sarah L. Codd, Montana State University; Angela Colman Des Jardins, Montana State University; Christine M. Foreman, Montana State University; Brett W. Gunnink, Montana State University; Carolyn Plumb, Montana State University; Katherine Ruth Stocker

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

). Plumb has been involved in engineering education and program evaluation for over 25 years. At MSU, she works on various curriculum and instruction projects including instructional development for faculty and graduate students. She also serves as the college’s assessment and evaluation expert.Ms. Katherine Ruth Stocker Peer Advising Coordinator Page 26.1218.1 c American Society for Engineering Education, 2015 Peer Mentoring Program: Providing early intervention and support to improve retention and success of women in engineering

Conference Session

Women in Engineering Division: Retaining and Developing Women Faculty in STEM

Collection

2015 ASEE Annual Conference & Exposition

Authors

Quincy Brown, American Association for the Advancement of Science; Renetta G. Tull, University of Maryland, Baltimore County; Lourdes A. Medina, University of Puerto Rico at Mayaguez; Michelle Beadle Holder, University of Maryland, College Park; Yarazeth Medina, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

"biological clock" that imposes genuine constraints when women bear children. As anexample, Assimaki et al.’s 1 study of issues that affect the retention and professionaldevelopment of female faculty in Electrical and Computer Engineering in universities in Greecenoted that there are difficulties related to “the demands of an academic career due to the paralleldemands of the role of the woman as wife and mother.” Similarly, women’s perceptions andprofessional issues in Civil Engineering include concerns with the level of commitment that anacademic career requires in comparison to their family obligations.10 Females also take careerbreaks due to their partner’s relocation or to take care of an elder family member.11 Researchsuggests that some females

Conference Session

Women in Engineering Division: Pre-college Student Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; Tia Jackson-Truitt; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

doctor, for atleast 30 to 40 years, is usually “When was the date of your last period?”.While the picture is bleak for women, whose representation in U.S. engineering programs hasbeen around 18% for at least the past decade, it is even bleaker for African-American students,whose representation is in the single digits: around 6.5% at our institution, and an average of 4%nationally.Research on URMs has generally focused on students who leave engineering and what causedtheir departure. For example, Marra et al.2 shows students of both genders tend to drop out ofengineering primarily for two reasons: 1) the curriculum is too challenging and the quality ofteaching too poor, and 2) students don’t believe they belong. Ohland et al.3, 4 present an

Conference Session

Recruitment and Retention Topics

Collection

2007 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland

Tagged Divisions

Women in Engineering

disciplinary female participation at U of A reflectsinternational patterns of subdisciplinary participation.In the case study institution, Civil, Mechanical, and Electrical Engineering were the mosttraditional and well-established disciplines, with international as well as national professionalassociations. That background appeared to be linked to entrenched beliefs and assumptionsabout curriculum content, pedagogies and professional issues appropriate to each discipline.Chemical Engineering was newer (first taught as a separate discipline at the U of A in 1967)but was also an internationally recognised discipline. The Department of Engineering Sciencewas a younger (approximately 25 years old) and less traditional discipline. BiomedicalEngineering

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Engineering Equity Extension Project and served as a curriculum consultant on a National Science Foundation Gender Equity grant. She also co-authored the Engineering Connections to STEM document published by the North Carolina Department of Public Instruction. She is currently serving on a commit- tee with the National Academy of Engineering, Guiding the Implementation of K-12 Engineering. Page 26.248.1 c American Society for Engineering Education, 2015 Assessing the GRIT of Incoming Engineering Students In the fall of 2014, the College of Engineering at NC State University

Conference Session

Climate Issues for Women Students

Collection

2007 Annual Conference & Exposition

Authors

Xiang-Yun Du, Aalborg University; Anette Kolmos, Aalborg University

Tagged Divisions

Women in Engineering

), Including Gender In Higher Education Science and Engineering Courses. In: The Proceedings of GASAT 7 International Conference, pp662-669, Canada.22. McIlwee, S. & Robinson, G. (1992), Women in Engineering: Gender, Power, and Workplace Culture. State University of New York Press, Albany.23. Rosser, S. (1996), Forstering the Advancement of Women in the Sciences, Mathematics and Engineering. In: The Equity Equation. C-S Davis et al (eds), Jossey-Bass, San Francisco.24. Salminen-Karlsson, M. (2002), Gender Inclusive Computer Engineering Education – Two Attempts at Curriculum Change. International Journal of Engineering Education, 2002, 18 (4), 430-437.25. Salminen-Karlsson, M. (1999) Bringing Women into Computer Engineering: Curriculum

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sumaia Ali Raisa, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University; Reagan Curtis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

regarding perceived academic climate,sense of belonging, and engineering identity? 2) Does academic climate predict engineeringidentity in the same way for women and men? 3)Does sense of belonging mediate therelationship between perceived academic climate and engineering identity? 4) Do engineeringstudents who are women demonstrate different relationships among perceived climate,engineering identity, and belongingness from men?We used survey data from a multi-year NSF-funded project (Award # 1726268, #1726088,and #1725880/2033129) that incorporated experimental course-based interventions to buildan inclusive curriculum. Surveys were administered at the beginning and end of the semester.We found that at the end of the semester women engineering

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jorja Kimball, Texas Engineering Experiment Station; Margaret Hobson, Texas A&M University

Tagged Divisions

Women in Engineering

awards, such as the NSF CAREER. Dr. Kimball has a BBA and MBA from Texas A&I University and a Ph.D. from Texas A&M University in Educational Administration (Dissertation: A Study of Engineering Student Attributes and Time to Completion of First Year Required Course at Texas A&M University). She was with the College of Engineering at Texas A&M University- Kingsville, A Hispanic Serving Institution, for eight years before her employment with TEES. There she was a Principal Investigator and held a number of leadership positions on projects related to engineering education, such as the $30 million NSF Foundation Coalition for Engineering Education. She also has extensive experience with undergraduate and

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine Delahanty, Bucks County Community College ; Jason Silverman, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

students [11], [26], [27]. Ohland et. al. [19] suggested that “women andmen derive self-efficacy from different sources. Research indicated that women were known tobuild self-efficacy primarily through vicarious experiences and verbal persuasion, whereas menare more likely to develop self-efficacy through mastery experiences” [19, p. 245]. Enhancement of CSE through engineering-centered activities was shown to increasespatial abilities, and was found to be particularly important to female students in preparing themfor STEM majors [8], [10]. The research suggested that enhancing engineering curriculum toinclude project-based learning (PBL) within engineering design experiences that cultivate spatialskills, increased intrinsic motivation and

Conference Session

Women in Engineering Division: Strategies Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Katherine C. Titus-Becker, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Engineering on the Engineering Equity Extension Project and served as a curriculum consultant on a National Science Foundation Gender Equity grant. She also co-authored the Engineering Connections to STEM document published by the North Carolina Department of Public Instruction. She is currently serving on a commit- tee with the National Academy of Engineering, Guiding the Implementation of K-12 Engineering.Dr. Katherine C Titus-Becker, North Carolina State University Kathy Titus-Becker has worked in Higher Education for the past 20 years. She currently is the Director of the Women in Science and Engineering at NC State University

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley; Eli Patten, University of California, Berkeley; Ryan Shelby, University of California, Berkeley; Farzana Ansari, University of California, Berkeley; Lisa A. Pruitt, University of California, Berkeley

Tagged Divisions

Women in Engineering

-23.4. Atwood, S., Patten, E., and L. Pruitt, L. (2010) “Outreach Teaching, Communication, and Interpersonal Skills Encourage Women and may Facilitate their Recruitment and Retention in the Engineering Curriculum,” Annual Meeting of the American Society for Engineering Education, Louisville, KY, June 2010.5. Selinger, C. (2004). Stuff You Don’t Learn in Engineering School: Skills for Success in the Real World. IEEE Press: Piscataway, NJ.6. Pulko, S.H. & Parikh, S. (2003). Teaching ‘soft’ skills to engineers. International Journal of Electrical Engineering Education, 40(4), 243-254.7. Buckley, M., Kershner, H., Schindler, K., Alphonce, C., and Braswell, J. (2004). Benefits of Using Socially- Relevant

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke University, Leuven; Kathleen Geraedts, Katholieke University, Leuven

Tagged Divisions

Women in Engineering

andTechnology and Biomedical Sciences. In 2010 approximately 37000 students were enrolledat KU Leuven. The Engineering Faculty is part of the Science, Engineering and Technologygroup. The engineering curriculum consists of a three year Bachelor’s program that preparesthe students for a subsequent Master’s program of two years. The Faculty organizes Master’sprograms in several disciplines, like Architecture, Electrical Engineering, MechanicalEngineering, Chemical Engineering, Materials Engineering, Civil Engineering, BiomedicalTechnology, Computer Science, Energy Engineering, Nuclear Engineering, IndustrialManagement, Nano science and Nanotechnology, Mathematical Engineering, Bioinformatics,Statistics, …The Engineering Bachelor’s program is divided in

Conference Session

Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

Women in Engineering

“forging stronger ties between communitycolleges and four-year institutions.”7However, the existence of articulation agreements is not enough. Most literature also includesdescriptions of the challenges encountered when institutions such as these work together.Funded projects to increase the number of underserved individuals completing a degree to enterengineering must also seek to remove barriers and integrate program curricula as a bridge withthe Community College.8 The Wisconsin Technical College System (WTCS) and theMilwaukee School of Engineering (MSOE) jointly addressed the enrollment difficulties ofWTCS students to MSOE through the development and implementation of statewide transferagreements in Electrical Engineering Technology (EET).9

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maureen C Smith, San Jose State University; Jinny Rhee, San Jose State University; Belle Wei, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #29255Women in Engineering: Promoting Identity Exploration and ProfessionalDevelopmentDr. Maureen C Smith, San Jose State University Dr. Smith received her BA in Psychology from U.C. Davis and her Ph.D in Developmental Psychology from Cornell University. Dr. Smith is a Professor of Child and Adolescent Development in the Lurie College of Education at San Jose State University. She has significant experience with curriculum and program development, including the development of a combined BA-Credential for her department and a First Year Experience program for the university. Her research interests include development

Conference Session

Issues of Persistence in Engineering

Collection

2009 Annual Conference & Exposition

Authors

Rose Mary Cordova-Wentling, University of Illinois, Urbana-Champaign; Cristina Camacho, University of Illinois, Urbana-Champaign

Tagged Divisions

Women in Engineering

graduated 600,000 and India350,000 (U.S. Department of Education, 2006).The U.S. Bureau of Labor Statistics (2005) projects that by 2010, 50 percent of all U.S. workerswill be women. This projection, plus the growth in the science and engineering labor force, andthe shortage of technically skilled workers show the importance and need of having womentraining to become scientists and engineers. Unfortunately, women have been and continue to bea minority in engineering related fields. In 1971, only 0.8% of the bachelor’s degrees earned inengineering were obtained by female students. In 2006, the number went up to 19% (U.S.Census Bureau, 2005-2006). Despite the increase in the number of women obtaining degrees inengineering, women are still

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

StudyLooking at the leaky pipe has not made significant progress towards understanding all thedimensions of the problem. Women are not and have not entered or persisted in engineering.There is not one single factor that can be pointed to in order to explain why women are notreceiving undergraduate engineering degrees. Previous explanations offered by the field havefocused on student characteristics or looked at a single dimension. The interaction of curriculum,the field, subjective grading scales, unrealistic demands, and declining self-efficacy cannot beseparated from each other. A more complete picture needs to be formulated. The purpose of thisstudy is to understand the social, structural and curricular constraints on the field of engineeringand