multifaceted structure in the secondary school mathematics classroom.," Journal of Educational Psychology, vol. 85, no. 3, pp. 424-436, 1993.[14] E. A. Geist and M. King, "Different, Not Better: Gender Differences in Mathematics Learning and Achievement," Journal of Instructional Psychology, vol. 35, no. 1, pp. 43-52, 2008.[15] D. F. Halpern, "A Cognitive-Process Taxonomy for Sex Differences in Cognitive Abilities," Current Directions in Psychological Science, vol. 13, pp. 135-139, 2004.[16] U. Kessels and B. Hannover, "When being a girl matters less: Accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics- related self-concept of ability," British Journal of
she played 2 years of women’s basketball at Bevill State Community College in Fayette AL and her last 2 years at the University of West Georgia in Carrollton GA. She was a 4 year Academic All American.Dr. Sarah B. Lee, Mississippi State University Sarah Lee joined the faculty at Mississippi State University (MSU) after a 19 year information technology career at FedEx Corporation. As an assistant clinical professor and Assistant Department Head in the Computer Science and Engineering Department, she is co-founder and co-director of the Bulldog Bytes program at MSU that engages K-12 students with computing and provides professional development to K-12 teachers in computer science and cybersecurity. She is the PI for the
). Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields. Journal of Engineering Education, 103(1), 45–76.Case, J. and Jawitz, J. (2004). Using Situated Cognition Theory in Researching Student Experience of the Workplace. Journal of Research in Science Teaching, 41(5), 415–431.Creamer, E. G., Burger, C. J., & Meszaros, P. S. (2007). A Cross-Institutional Comparison of Elements of College Culture That Promote Women’s Interest in Engineering at the Undergraduate Level. In NSF Human Resources Division Annual Meeting, 1.Gunderson, K. E., Bailey, M. B., Raelin, J. A., Ladge, J., & Garrick, R. (2016). The Effect of Cooperative Education on Retention of Engineering Students & the
status,” Journal of Science Education and Technology, vol. 18, pp. 163-172, 2009.[3] C. Adelman. Women and Men of the Engineering Path: A Model for Analyses of Undergraduate Careers. Washington, DC: US Government Printing Office, 1998.[4] S. Bhatia and J. P. Amati, “’If these women can do it, I can do it, too’: Building women engineering leaders through graduate peer mentoring,” Leadership and Management in Engineering, vol. 4, pp. 174-184, 2010.[5] C. Poor and S. Brown, “Increasing retention of women in engineering at WSU: A model for a women's mentoring program,” College Student Journal, vol. 3, 421-428, 2013.[6] B. Sattler, A. Carberry, and L. D. Thomas, “Peer mentoring: Linking the value of a
preferences using the Herrmann BrainDominance Instrument (HBDI), which reveals the preferences in four different ways : A =analytical-logical-quantitative, B =sequential-organized-detailed, C = interpersonal-sensory-kinesthetic, and D = innovative-holistic-conceptual thinking. They did not find any differences inmen and women engineering students’ scores in quadrants A, B, and D; but found womenscoring significantly higher in quadrant C. The quadrant C thinking preference (teamwork skills)of women students creates uncomfortable classroom climates for them. Further, women studentswere found more adept at the professional skills such as communication and team skills34,harboring positive attitudes toward roles and responsibilities, and having better
views of the funding partners.References[1] C. Adelman. Women and Men of the Engineering Path: A Model for Analyses of Undergraduate Careers. Washington, DC: US Government Printing Office, 1998.[2] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Women engineering students and self-efficacy: A multi-institutional study of women engineering student self-efficacy,” Journal of Engineering Education, vol. 98, pp. 27-38, 2009.[3] W. Tyson, “Modeling engineering degree attainment using high school and college physics and calculus coursetaking and achievement,” Journal of Engineering Education, vol. 100, pp. 760-777, 2011.[4] M. Issapour and A. M. Kelly, “How student gender, SAT scores and interest in science
Paper ID #22417Women’s Motivation to Pursue Engineering Education and Careers: a CaseStudy of MalaysiaMs. S. Zahra Atiq, Purdue University, West Lafayette (College of Engineering) Zahra Atiq is a PhD candidate at the School of Engineering Education at Purdue University. She is interested in learning about the non-cognitive/affective and individual/demographic factors that impacts students in STEM courses. Specifically, she is interested in understanding the emotions students’ expe- rience while learning computer programming. She is interested to understand women’s participation in computer science and engineering.Sarah
Paper ID #21489Improving Middle-School Girls’ Knowledge, Self-Efficacy, and Interests in’Sustainable Construction Engineering’ through a STEAM ACTIVATED! pro-gramDr. Andrea Nana Ofori-Boadu, North Carolina A&T State University Dr. Ofori-Boadu is an Assistant Professor with the Department of Built Environment at North Carolina A & T State University. Her research interests are in bio-modified cements, sustainable development, and STEM education. Dr. Ofori-Boadu has served in various capacities on research and service projects, including Principal Investigator for two most recent grants from the Engineering Information
Engineering Education, vol. 40, no. 4, pp. 347-365, 2015.[2] E. O. Wisniewski, R. L. Shapiro, E. Kaeli, K. B. Coletti, P. A. DiMilla, and R. Reisberg, “The impact of supplemental instruction on the performance of male and female engineers in a freshmen chemistry course,” in Proceedings of the American Society for Engineering Education 2015 Annual Conference and Exhibition, Seattle, WA, June 14-17, 2015.[3] M. C. Grillo and C. Leist, “Academic support as a predictor of retention to graduation: new insights on the role of tutoring, learning assistance, and supplemental instruction,” Journal of College Student Retention: Research, Theory & Practice, vol. 15, no. 3, pp. 387-408, 2013.[4] V. Fayowski and P
. Jenkins and J. Fink, Tracking Transfer: New Measures of Institutional and State Effectiveness in Helping Community College Students Attain Bachelor’s Degrees, Available: https://ccrc.tc.columbia.edu/publications/tracking-transfer-institutional-state- effectiveness.html, 2016.10. The Education Trust, “Charting a necessary path: The baseline report of public higher education systems in the Access to Success Initiative,” 2009.11. K. Eagan, E. B. Stolzenberg, A.K. Bates, M. C. Aragon, M. R. Suchard, and C. Rios-Aguilar, The American Freshman: National Norms Fall 2015. Los Angeles: Higher Education Research Institute, UCLA, 2015.
influencing the self-efficacy beliefs of first-year engineering students," Journal of Engineering Education, vol. 95, pp. 39-47, 2006.[7] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton, "Persistence, engagement, and migration in engineering programs," Journal of Engineering Education, vol. 97, pp. 259-278, 2008.[8] S. G. Brainard and L. Carlin, "A six-year longitudinal study of undergraduate women in engineering and science," Journal of Engineering Education, vol. 87, pp. 369-375, 1998.[9] J. A. Raelin, M. B. Bailey, J. Hamann, L. K. Pendleton, R. Reisberg, and D. L. Whitman, "The gendered effect of cooperative education, contextual support, and self-efficacy on
, Work and the Will to Lead,” Alfred A. Knopf, New York (2013).Yoder, B. (2015), “Engineering by the numbers,” Engineering by the Numbers, ASEE.
$6.7 million in grant funding. She holds a M.S. and Ph.D. in Industrial and Operations Engineering from the University of Michigan, Ann Arbor, and B.S. in Mathematics from the University of Nebraska- Lincoln. She was awarded the 2012 University of Washington David B. Thorud Leadership Award and the 2017 WEPAN Inclusive Culture and Equity Award.Dr. Julie Simmons Ivy, North Carolina State University Julie Simmons Ivy is a Professor in the Edward P. Fitts Department of Industrial and Systems Engineering and Fitts Faculty Fellow in Health Systems Engineering. She previously spent several years on the faculty of the Stephen M. Ross School of Business at the University of Michigan. She received her B.S. and Ph.D. in
Paper ID #21533Disagreement in Engineering Student Teams: Analyzing the Impact of Gen-der and Conversational MediumMr. James A. Coller, University of Michigan James Coller is PhD student in marine robotics at the University of Michigan where he also completed his BSE in Naval Architecture and Marine Engineering in 2017. He spent three years during his under- graduate education as an Instructional Assistant for a first year engineering course. His research interests include autonomous robotics for both land and marine environments and ship design for the U.S. Navy.Mr. Magel Su, University of Michigan Magel Su is a current
Paper ID #23707Coding for Culture, Diversity, Gender, and Identity: the Potential for Au-tomation in ResearchMs. Chloe Wiggins, Designing Education Lab Chloe Wiggins is a graduate of Stanford University who majored in Civil Engineering with a concentration in structures and construction.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element
exit survey: Table 1: Survey Questions Mechanical Workshop Electrical Workshop 1. I know…. 1. I know…. (a) Nothing about Mechanical Engineering (a) Nothing about Electrical Engineering (b) A little about Mechanical Engineering (b) A little about Electrical Engineering (c) Some about Mechanical Engineering (c) Some about Electrical Engineering (d) A lot about Mechanical Engineering (d) A lot about Electrical Engineering 2. I know… 2. I know… (a) Nothing about Heat Engine (a) Nothing about Microcontroller (b) A little about Heat Engine (b) A
biological, chemical, and physical sciences” [27].These course are required for all engineering majors and as indicated in the literature, are a largereason that students leave the field of engineering. However, to ensure that only engineeringstudents are observed, criteria 5b of the ABET accreditation guidelines were considered. Thisguideline requires (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student’s field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic
, the facilitator marked the surveysof those who participated in the trivia game activity with a stamp unique to the version of theintervention that they completed. 3 Engineering Problem Possible Solutions Scientist/Engineer who Discovered/Created Solution Problem statement 1 Solution A Female A Female B Female C Solution B
school career - meaning that freshmen don’t havesignificantly more enthusiasm for these subjects than seniors, or vice versa. When asked ifstudents were interested in STEM courses (in general), 80% of male students answered that theyhave some interest in STEM courses, compared to only 60% of female students. Charts 1a and 1b: Data for male and female responders related to the following survey question:Please select which of the following BEST describes how you feel about STEM-related electives (such as Engineering, ComputerHardware, etc.) a. Those classes sound interesting. b. Those classes sound pretty interesting, but I don't think I'm smart enough to do well in them. c. Those classes
/. [Accessed May 19, 2017].[18] Purdue University, “Youth Programs,” purdue.edu, 2017. [Online]. Available: http://www.purdue.edu/purdue/about/youthPrograms.html. [Accessed March 7, 2017].[19] N. Bachman, P. J. Bischoff, H. Gallagher, S. Labroo, and J. C. Schaumloffel, “PR2EPS: Preparation, recruitment, retention and excellence in the physical sciences. A report on the 2004, 2005 and 2006 summer camps,” Journal of STEM Education: Innovations & Research, vol. 9, no. 1, 2008.[20] L. Bottomley, J. P. Lavelle, S. B. D'Amico, and L. D. LaPorte, (2015). “Engineering summer programs: A strategic model,” In Proc. 122nd ASEE Annual Conference & Exposition, 2015, pp. 1-22.[21] A. Bandura, “Guide for
well as undergraduate female Engineering students. In this section, werepresent the data collection method, data analysis and results from each group segment.Part A: Undergraduate Female StudentsA survey was administered to students who have been involved in organizing and running theoutreach event for a year or more. The students cover most disciplines of Engineering, includingElectrical, Computer, Mechanical, Mechatronics, Civil and Computer Science. The first part ofthe survey consisted of 6 questions and was constructed to evaluate the event’s effectiveness indeveloping the following skills [7]: (A) leadership skills (B) understanding of Engineering concepts (C) self-confidence (D) communication skills (E) presentation skills
perception of STEM and their interest in life-sciences and themore caring/social improvement areas. The work on inclusive suggests the ideal situation is abalance of independence and teamwork, and individuality and inclusivity [53]. Perhaps, since webelieve learning is socio-cultural, if boys attend after-school STEM classes with girls thepercentages of boys who think girls belong in engineering could increase.References[1] J. H. Falk, N. Staus, L. D. Dierking, W. Penuel, J. Wyld, and D. Bailey, 2016.“Understanding youth STEM interest pathways within a single community: The Synergiesproject,” Int. J. of Science. Educ., part B, DOI: 10.108/21548455.2015.1093670.[2] L. Vygotskiĭ, and A. Kozulin, 1986. Thought and Language (Translation newly rev
University, Oxford, OH. This work is supported by NSF EEC Award 1530627.growth mindsets are more likely to experience academic success [4], especially in STEMcourses [5]. Much of the gender research on mindset has been done with girls and boys who areyounger than college students. Girls have been shown to suffer because of teachers who seemto have fixed mindsets, self-selecting out of STEM if they do not think they are smart enough [6].However, middle school girls with a growth mindset closed the gender gap on achievementtests in mathematics [6].B. Efficacy Self-efficacy is the belief a person has about their ability to do something. Someone’sself-efficacy may be different in different situations; for example, someone might have a
students each term. The number of teaching assistants hired to help with the course istypically 10-14 per term. 80% 70% 60% 50% 40% 30% 20% 10% 0% Fall 2017 Spring 2017 Winter 2017 Fall 2016 Spring 2016 Winter 2016 Female Male Figure 5. Teaching Assistants by Term and Gender (ENGS21 - Introduction to Engineering)Survey and Interview DataIn another attempt to better understand why the percentage of women in engineering is high atDartmouth, we surveyed faculty, students, and alumni. The surveys that we used are included inAppendix A and B. The goal of the surveys was to determine what factors faculty, students andalumni
since 2000-01," Hindustan Times, Jan. 11, 2011. [Online]. Available: http://www.hindustantimes.com/newdelhi/numberofwomenchoosingengineeringdoubledsince200001/article164 8700.aspx. [Accessed Feb. 3, 2018].[12] N. I. Abu-lail, F. A.Phang, A. A. Kranov, K. Mohd-Yusof, R. G. Olsen, R. L. Williams, and A. Z. Abidin, "Persistent gender inequity in U.S. undergraduate engineering: Looking to Jordan and Malaysia for factors to their success in achieving gender parity," in American Society for Engineering Education Annual Conference, Washington DC, USA, June 10-13, 2012. [Online]. Available: ASEE, https://www.asee.org/public/conferences/8/papers/5444/view. [Accessed Feb. 3, 2018].[13] F. B. Abu-hassan, "Quick facts 2014
. c American Society for Engineering Education, 2018 Building Skills in Engineering: Hand & Power Tool Workshops for Confidence & RetentionAbstractThis work examines a pilot program open to all undergraduate students in the Herbert WertheimCollege of Engineering at the University of Florida on the use of common hand and power toolsthrough a series of 7 weekly hands-on workshops led by a female faculty member as an openopportunity to gain building skills.The goals of the program include:a) Creating a safe environment for engineering students to learn, build, fail & redesign, withoutpressure of grades or deliverables;b) Increasing individual student tool knowledge, basic making skills, and
the preliminary findings reported onhere to improve and expand the approaches to collect more substantial data and to triangulate.In this paper, we focus on the findings from two sets of semi-structured interviews from thesenior project course: a preliminary interview that asked background questions about eachparticipant’s experiences with collaborative work and writing (see Appendix A for specificquestions), and a final interview that focused on the collaboration in the senior project course(see Appendix B for specific questions). A second round of interviews will be completed at theend of the Spring 2018 semester. While seven students initially signed up to participate, twostudents, both women, completed both interviews. Both women are
inSTEM are that (a) girls are not as good as boys in math and (b) scientific work is better suited toboys and men.Recent work shows that these gendered stereotypes continue to persist. A 2016 study fromBanchefsky, Westfall, Park, and Judd 5 included showing photos of tenured/tenure track facultyfrom elite research institutions to a group of participants who were to rate the likelihood of theperson in the photo to be a scientist. Respondents, regardless of gender, used women’s genderedappearance, but not men’s, as indication that they were less likely to be scientists and more likely tobe teachers and journalists 5 .Similarly, Carli, Alawa, Lee, Zhao, and Kim 6 asked participants, undergraduate students from asmall single-sex college and a large
besuccessful in this course?” (Entry Survey) and, “Do you think you were successful in this course?”(Exit Survey)Figure 3: Distribution of responses to the statement, “I find computer programming intimidating.”Course 1 appears to be divisive for men: male students who were neutral in the beginning of thecourse grow to either actively like, or actively dislike, programming.Figure 4: Distribution of responses to the statement, “I believe that other students in computerprogramming courses will be welcoming of me.” (b) Intimidation by Programming.(a) Self-Efficacy. Between-subjects (gender) is (c) Inclusion.statistically significant.Figure 5: Summary of mixed model
Paper ID #21039Probing Correlations Between Undergraduate Engineering Programs’ Cus-tomizability and Gender DiversityDr. Marissa H. Forbes, University of Colorado Boulder Marissa H. Forbes is a research associate in the College of Engineering and Applied Science at the Uni- versity of Colorado Boulder and lead editor of the TeachEngineering digital library. She previously taught middle school science and engineering and wrote K-12 STEM curricula while an NSF GK-12 graduate engineering fellow at CU. She went on to teach advanced placement and algebra-based physics for the Denver School of Science and Technology, where she