Conference Session

Engaging Students in Engineering (ENGAGE)

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Women in Engineering

AC 2011-438: IMPLEMENTING ENGAGE STRATEGIES TO IMPROVERETENTION: FOCUS ON SPATIAL SKILLS - ENGINEERING SCHOOLSDISCUSS SUCCESSES AND CHALLENGESSusan Staffin Metz, Stevens Institute of Technology Susan Staffin Metz is Director of Special Projects in Engineering Education at Stevens Institute of Tech- nology. As a founder and president (1997 2002) of WEPAN, Women in Engineering Proactive Network, Susan has worked with over 200 colleges and universities to increase access and engagement of women in engineering and science through research, policy and program development. She is currently the prin- cipal investigator for ENGAGE, Engaging Students in Engineering, (www.engageengineering.org) a five year project funded by

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Women in Engineering

negative impact on the confidencemothers have in their daughters’ mathematical abilities (Eccles and Jacobs18, 1986).Parents can have an enormous role in their child’s courage to move beyond genderexpectations, though demonstrating a willingness to engage in non-traditional activities(Witt68, 1997).SchoolThe behavior of teachers and school administrators is often subconscious, based on their owngender socialization as a child, adolescent and adult. While school is a wonderful place forstudents to examine new opportunities, ideas about gender can affect the behaviour ofteachers towards males or females. In fact, stereotypes in the school can influence confidenceand academic performance of a student, and are thought to contribute heavily to

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Patricia Backer, San Jose State University

Tagged Divisions

Women in Engineering

women at work relatingto technology?The ideas presented in this course challenge some commonly held myths and misconceptionsabout technology in our society. There is a focus on stereotypically "female-based" technologiesand how they differ from "male-based" technologies in our society. The time span for this courseis the 20th and 21st centuries and how technological changes since 1900 have affected both menand women. There are six student learning objectives for this class. 1. Demonstrate an understanding of technology's impact on gender, societal, and cultural values 2. Characterize the gender-related contexts of technology development 3. Synthesize the stereotypes of "men's work" and "women's work" as they relate to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Janet Callahan, Boise State University; Amy J Moll, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

Paper ID #14812The Impact of Volunteering at a Girls Outreach Activity on Community For-mationDr. Donna C. Llewellyn, Boise State University Donna Crystal Llewellyn received her BA (major in Mathematics and minor in Economics) with High Honors from Swarthmore College in 1980. She went on to earn an MS in Operations Research from Stanford University in 1981 and a Ph.D. in Operations Research from Cornell University in 1984. After 30 years at Georgia Tech in a variety of roles, Donna became the Executive Director of the new Institute for STEM and Diversity Initiatives and a Professor in the College of Innovation and Design at

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heidi M. Steinhauer, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Women in Engineering

development and assessment of students’ spatial visualization skills, effective integration of 3D modeling into engineering design, and women’s retention in engineering. Page 25.1311.1 c American Society for Engineering Education, 2012 The Impact of Contextualized, Hands-On, Collaborative Learning on Women’s Persistence in Professional Engineering: Preliminary Findings from a Mixed Methods Study Heidi M. Steinhauer Embry-Riddle Aeronautical UniversityAbstractAs many of our female students desire to develop a

Conference Session

The Impact of Engineering Disciplines

Collection

2008 Annual Conference & Exposition

Authors

Amy Malady, Virginia Polytechnic Institute and State University; Whitney Bopp, Virginia Polytechnic Institute and State University; Alexa Jones, Virginia Polytechnic Institute and State University; Brittany McNair, Virginia Polytechnic Institute and State University; Kim Norris, Virginia Polytechnic Institute and State University; Amy Bell, Virginia Polytechnic Institute and State University

Tagged Divisions

Women in Engineering

following four factors. 1. Design and implement an inspiring approach to early engineering education. From the very beginning, illustrate real ECE problems whose solutions benefit society. Engage the students through hands-on projects in which their team solves these problems. This approach—which eschews “toy” problems or “recipe” projects—mmakes ECE significantly more relevant and exciting to the students and provides them with opportunities to understand how their work might impact the world. The projects make connections to the real world by addressing contemporary problems and the students discover the importance of ECE problems and the excitement of designing creative solutions. This approach benefits

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #13438Creating a student organization to engage female students betterDr. Malini Natarajarathinam, Texas A&M University Dr. Malini Natarajarathinam is an Associate professor with Department of Engineering Technology and Industrial Distribution. She teaches classes on strategic relationships for industrial distribution, distribu- tion information systems and new directions in Industrial Distribution. She is also the founding faculty and advisor for the Society of Women in Industrial Distribution (SWID). She works on many service learning projects with her students where they work with many local community

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

allstudents, allowing for a comparison by gender, in addition to providing insight on the impact ofCOVID on engineering students in general.For students suffering the loss of support programs within their institution, faculty are the mostcapable of extending support and encouragement during this season of limited access orelimination of programs. Faculty are in direct communication with their students, allowing forone-on-one mentorship both within the courses they teach and outside of class time. While noone faculty member can take the place of all support functions typically offered by theuniversity, faculty can work to encourage student persistence and give hope for futureexperiences after the pandemic is over. Limited individual support of faculty

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Selby M. Conrad, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

the northeastern US. The survey is administered twiceeach academic year to explore self-efficacy, belongingness, preparedness, and engagement, bothlongitudinally and cross-sectionally. In March 2020, our university quickly pivoted to remotelearning in response to the outbreak of COVID-19 and in the fall of 2020 our campus re-openedfor hybrid learning. The abrupt changes in higher education, brought on by the current publichealth crisis, affect students’ learning and mental health, in ways that will likely be long lasting.To measure the impacts of the pandemic on engineering students, twenty Likert-type screenerquestions were added to the survey, which was re-administered in June 2020 and again inSeptember 2020. This paper shares findings from

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Ghio, Northeastern University; Sydney Anne Morris, Northeastern University; Hannah Marie Boyce, Northeastern University; Bradley Joseph Priem, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Divisions

Women in Engineering

professionaldevelopment of tutors, particularly females, in addition to tutees.IntroductionSince 2012 our research team has been analyzing impacts of supplemental instruction (SI) onfirst-year engineering students at Northeastern University, with an emphasis on how gender andother traits, such as pre-college background and attitudes toward school, affect academic success.[1] - [6]. These studies have highlighted the potential benefits for women engaging in theseprograms during college including: higher grades, increased attendance at structured tutoringsessions, and greater comfort reaching out to relatable role models for support.The Connections Program at Northeastern University was founded in 2000 with NationalScience Foundation (NSF) funding to provide

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington; Candice L. Staples, University of Maryland; Paige E. Smith, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Divisions

Women in Engineering

writes that as students become active learners, they also become more sociallyengaged.16 In order for a living and learning community to be successful, it must promote the fullacademic and social integration of its students to improve their persistence.Literature ReviewThe National Study of Living and Learning Programs has found that one of the best ways toanalyze the impact of living and learning communities is to review Astin’s inputs-environments- Page 24.872.4outcomes conceptual model.17 Essentially, Astin’s model states that in order to effectivelyobserve how a college environment influences student retention (outcome), student inputs

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Cudney state that “Increasing community collegeretention rates could have a drastic impact on the average STEM graduation rates while alsopotentially diversifying the workforce. Ultimately, there cannot be substantial changes toretention rates without working with community colleges, yet little academic research is focusedon this sector of higher education.” [17]Given the unique challenges and experiences of community college students, it is likely thatcommunity college women would benefit from different or expanded interventions as comparedto traditional students. This is consistent with the experiences, observations, and intuition of thePVWIS founders, who base their efforts on tangibles: what is known through personalexperience and what is

Conference Session

Women in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jing Wang, University of South Florida; Dmitry Goldgof, University of South Florida; Ken Christensen P.E., University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #25846WiCSE: Impact of a Women’s Support Group on Increasing the Percentageof Women Students in a Department of Computer Science and EngineeringDr. Jing Wang, University of South Florida Dr. Jing Wang is an Instructor II in the department of Computer Science and Engineering at University of South Florida. Dr. Wang is the faculty advisor of the student organization Women in Computer Science and Engineering (WiCSE). WiCSE focuses on gathering together female students who are majoring, or interested, in computer science and engineering to provide support, career guidance, opportunities to discuss relevant topics

Conference Session

Retention Programs for Women Students

Collection

2007 Annual Conference & Exposition

Authors

Kimberly Douglas, Kansas State University

Tagged Divisions

Women in Engineering

freshmen students with an upper division studentpreferably but not always in their major. The organization provided a mechanism forbuilding community and providing support for incoming freshmen. However, over thecourse of the academic year, participation levels at events decreased as the yearprogressed. After an individual missed an event, they were less likely to attend laterevents.Whether a mentoring relationship works or not in essence boils down to the ability fortwo individuals to “click”. If that bond or connection is made, the mentoring relationshipworks, and if the connection is not made, a relationship may exist but true mentoringdoes not exist. In a one-on-one mentoring structure, the mentee only has the opportunityto connect with the

Conference Session

Undergraduate Student Issues II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melissa A Dagley, University of Central Florida; Nirmala Ramlakhan, Nee-Moh, Inc; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida

Tagged Divisions

Women in Engineering

Education, 35(6), 727-742.26. Tinto, V. (2003). Learning better together: the impact of learning communities on student success. HigherEducation Monograph Series, 2003-1, Syracuse University: Syracuse, NY.27. Astin, A. (1975). Preventing students from dropping out. San Francisco: Jossey-Bass.28. Astin, A. (1995). What matters in college: Four critical years revisited. San Francisco:Jossey-Bass.29. Cohen, N. H. (1995). The principles of adult mentoring scale. New Directions for Adult and ContinuingEducation, Summer, 66, 15-32.30. Girves, J. E., Zepeda, Y., & Gwathmey, J. K. (2005), Mentoring in a post-affirmative action world, Journalof Social Issues, 61(3), 449-480.31. Kuh, G., Schuh, J. H., Whitt, E. J

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico; Shelby Ann Freese

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

” activities pertainedto different Engineering disciplines. Since it started, the program has grown and receivednational recognition. The study in this paper focuses on evaluating the effectiveness of ouroutreach program, taking into consideration the following aspects: 1. The influence the outreach program has on young girls’ perception of Engineering as a career for women 2. It’s effectiveness in promoting STEM to young female students 3. The impact it has on female Engineering studentsImagineer Day OverviewImagineer Day is an annual one-day outreach event founded by the SWE section at Chico Statein 2012. This one-day event creates an opportunity for the participants to engage in hands-on labexperiments that demonstrate basic Engineering

Conference Session

Potpourri II

Collection

2008 Annual Conference & Exposition

Authors

Betsy Homsher, Kettering University; Janet Brelin-Fornari, Kettering University; Terri Lynch-Caris, Kettering University

Tagged Divisions

Women in Engineering

activities, career seminars, and other program features, theserising seniors learn what engineers do and how engineering improves people’s lives. Pre- andpost-program surveys indicate participant interest in engineering as a field of study and careerchoice builds substantially as a result of the program: 64% of the participants report increasedinterest in the field. LITE’s impact on high school girls is significant, to be sure. We have alsofound that the LITE Program benefits everyone involved in the program: mentors, faculty, andthe University. Student mentors report renewed commitment to engineering. All of themdescribe their mentoring experience as personally “rewarding” and “fulfilling.” Faculty reportincreased satisfaction with teaching. And

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elaine Zundl, Rutgers, The State University of New Jersey; Laura Stiltz, Rutgers, The State University of New Jersey; Helen M. Buettner, Rutgers, The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

college.5,9-11 Membership in a learningcommunity has also been linked to a variety of positive educational outcomes, including gradesin college, desired learning outcomes, and persistence and graduation.7,8,10,12-21Until fairly recently, researchers struggled with assessing the direct educational outcomes oflearning communities on student academic performance, such as GPA, progress toward degree,or other academic measures. However, the primary benefits of learning communities are due tothe indirect impact of the increased educational engagement that learning communities provide. Page 26.1628.3Participating in a learning community is significantly

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

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

engineering practice over qualitative and socialaspects; and iii) A ‘production mindset’ that gives precedence to quickly generating a largenumber of engineering professionals to inject into the workforce over recognizing the broadereducational aspirations of students. We argue that the definitions of engineering that emergeacross these conversations do not do justice to the diversity of student experiences of becoming,and wanting to become, an engineer. Based on these findings, we invite universityadministration, faculty, and staff to critically explore implicit messages that are communicated tostudents in order to be able to better respond to the diverse priorities and values students bring totheir education and carry throughout their professional

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Roger A. Green, North Dakota State University; Christi McGeorge, North Dakota State University ; Cali L. Anicha, North Dakota State University; Ann Burnett, North Dakota State University

Tagged Divisions

Women in Engineering

administrator shared, “…maybe being an Advocate helped me torealize that I could try to put in as a requirement for a position, something that acknowledgeddiversity.” Advocates also identified positive impacts on the broader campus climate. Forexample, one Advocate noted, “The emphasis [of the Advocates] has been on getting Allies indepartments and getting those men to be more aware of things and being able to speak up andbring issues to the front. It is about climate change.” The interviewees also provided specificexamples of collective actions they have engaged in as a group to influence the larger climate.One Advocate noted, “One of the things I’d say that the Advocates did is when we have campuswide hires, that we are very conscious of trying to

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

examine the likelihood of mental health help-seeking behaviors among Asian Americans.Ms. Samantha N. Cruz, Arizona State University Samantha N. Cruz, M.A., is a Ph.D. student in Counseling Psychology at Arizona State University and previously earned her B.A. in Psychology and M.A. in Counseling Psychology. She has previously con- ducted research investigating the impact of diversity interventions on campus climate as well as the impact of racial discrimination on Latina/o adolescents’ academic outcomes. Her research interests center on ex- amining racial and ethnic disparities in education as well as resources to promote the academic success of students from marginalized backgrounds.Dr. Nadia N. Kellam, Arizona State

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

created through interactions between people and the environment.Although philosophical debate exists over the relationship between culture, community, andsociety, people “live culturally”101-103 and make sense of the world through the lens of culture.One’s culture influences one’s worldview, and even cognitive processes,17 making it important topay attention to cultural differences in educational contexts. In support of this idea, culturalinfusion programs have been developed that “positively impact a student’s performance on astandardized achievement test in the area of math.”104 Similarly, research shows that for someunder-represented students, perceiving a field to be useful towards benefitting humanity,increases motivated and persistence in

Conference Session

Women in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

interactions (average disagreement = 3.58%). Gender didnot have a significant impact on the disagreement of individuals (p = 0.164), nor did beingisolated on a team by gender have a significant impact (p = 0.107).This data further supports previous research showing that lowered social presence increases theability to express disagreement, as shown by increased disagreement in the online synchronouschat communications compared to the face-to-face communications. To the extent that students’willingness to express disagreement to peers affects the course outcomes (such as with teamsengaged in creative design, and with students engaged in collaborative learning), instructorsshould consider conversational medium as potentially affecting the efficacy of

Conference Session

Retaining and Developing Women Faculty in STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, Purdue University; Corey T Schimpf, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

structured with the assumption of a regular (i.e., 9:00-5:00) work schedule, similar to that of staff members, which did not coincide with the looser,more continuous work structure of faculty. STEM faculty members could not simply stopresearch, particularly grant-funded research, publications, mentoring graduate students,maintaining labs, and other responsibilities.In addition to not aligning with the work context of faculty careers, researchers have found thatother members of an organization, in academia and beyond, influence if and how an employeetakes leave49, 58, 61, 62. For instance, Blair-Loy & Wharton found that supervisors’ views ofparental leave had a substantial impact on employees’ decisions to take leave62. Furthermore,Kirby &

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Olina Wisniewski, Northeastern University ; Rachel Lauren Shapiro, Northeastern University; Emma Kaeli, Northeastern University ; Kristen Barbara Coletti, Georgia Institute of Technology; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, studies have shown that highly motivated students have considerably higher finalcourse grades and fewer D grades, F grades and withdrawals on average than unmotivatedstudents. [2] Moreover, it has been found that less-easily measured factors, such as long-term Page 26.1547.3retention of course information, teamwork, communication skills, and information processingskills, are improved when students engage in SI.[3] A study conducted at Lund University inSweden on an introductory calculus course found that SI participants were more motivated tostudy and were better at working in groups. Students who took advantage of SI were also foundto have a

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Rojewski, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

developed with two objectives in mind: 1. Encourage a broader understanding among graduate students of the range of choices, opportunities and challenges that women must navigate, and of the impact of culture, community and context on women, whether in their personal lives, in higher education, or in the workplace. 2. Encourage and support the development of community among graduate students.The program met six times (approximately bi-weekly) during the spring semester of 2014 in alarge conference room in the College of Engineering. Discussion sessions were held duringlunch time (12:00 p.m. until 2:00 p.m.) and participants were free to come and to leave duringthat timeframe based on their individual schedules. Three of the

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

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

Promotional Video: Student Diversity (left) and Economic Competitiveness (right)11In characterizing K-12 engineering programs as operating according to a logic of engagement,we do not mean to suggest that such initiatives are prominent within K-12 educational settings oreven that a majority of university engineering students have participated in such programming.They are on the rise, certainly, but K-12 engineering initiatives still reach only a fraction of K-12students in the US. This limited impact is due to a host of factors, including the historicalexclusion of engineering content from K-12 education as well as lack of earmarked budgeting forsuch programs. Teachers who have the interest, opportunity, and incentive to pursue K-12engineering

Conference Session

Focus on Faculty

Collection

2010 Annual Conference & Exposition

Authors

Keisha Walters, Mississippi State University; Soumya Srivastava, Mississippi State University; Adrienne Minerick, Mississippi State University; Jacqueline Hall, Mississippi State University; Kaela Leonard, Michigan Technological University; Amy Parker, Mississippi State University; Heather Thomas, Mississippi State University

Tagged Divisions

Women in Engineering

optional one-on-one Page 15.753.4feedback sessions were scheduled, one mid-semester and the other at the end of the semester. Each student took advantage of these sessions to receive customized feedback on their personaland professional development, and also to discuss any topics that had impacted them specificallyand were not suitable for group discussions. Open communication among class members waspromoted through an early conversation regarding respectfulness. The students and theinstructor agreed that during all conversations each individual would "maintain the higheststandards of respect for the work and thoughts of themselves and others

Conference Session

Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

Women in Engineering

Community Colleges in the State of NorthDakota engaged in a program to nurture, motivate, and encourage Native American high schoolstudents in the Reservation to pursue higher education in MSE disciplines. The activitiesincluded a series of one-day weekend academic sessions, one per month through the academicyear, and a two-week summer camp at each tribal site. Some of the activities were conducted ina distance-education mode. This program was designed to attract the students to the tribalcolleges, facilitate their smooth transfer to the university, and motivate them for graduate studiesin MSE disciplines.13A building bridges program from a community college to a university engineering education inthe state of Utah14 includes a well-articulated

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Women in Engineering

course. The concept quiz has been administered three times: onceto students from the three sections taught without E3s and twice to include the students from thefive sections taught with E3s.Results of this work show that both student exam performance and material retention improvedas a result of using proven E3s regardless of gender. Course topics where the existing teachingmethods already resulted in solid student exam performance saw the least impact on exam gradesfrom the inclusion of E3s, but student retention in these topics was improved. This wouldsuggest that faculty would see the greatest immediate gains by including E3s in those areas wheretheir students have historically had poor performance. However, for long-term materialretention