Conference Session

Environmental Engineering Technical Session 4: Environmental Issues and the Impacts of Intersectionality

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2021 ASEE Virtual Annual Conference Content Access

Authors

Daniel B. Oerther, Missouri University of Science and Technology

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Diversity

Tagged Divisions

Environmental Engineering, Women in Engineering

Paper ID #33111Workshop Result: Teaching Structured Reviews to EnvironmentalEngineering ResearchersDr. Daniel B. Oerther, Missouri University of Science and Technology Professor Daniel B. Oerther, PhD, PE joined the faculty of the Missouri University of Science and Tech- nology in 2010 as the John A. and Susan Mathes Chair of Civil Engineering after serving ten years on the faculty of the University of Cincinnati where he was Head of the Department of Civil and Environmental Engineering. Oerther earned his Ph.D. (2002) from the University of Illinois, Urbana-Champaign. Dan’s professional registrations include: PE, BCEE

Conference Session

Women in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathleen Buse, Advancing Women in the Workforce; Lyndsey McMillon-Brown, NASA Glenn Research Center; L. Nicole Smith, NASA Glenn Research Center; Brian P. Kirkmeyer, Miami University

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Diversity

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Women in Engineering

professions. The volunteers have successfully navigatedengineering or computing as a college major and in the workplace. They want to make an impactand give back to the university where they got their start.Recommendations for moving forward included the following: 1. Updating the mission of the committee. 2. Before undertaking an initiative, the committee should a. Ensure the initiative leverages the unique strengths and expertise of the committee members. b. Determine what success would look like and/or how to measure success in terms of the impact on women students and/or graduates in/of the university. c. Focus only on initiatives that have a measurable impact. 3. Continue the

Conference Session

Women in Engineering Division Technical Session 7

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2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Women in Engineering

, attitudes, and intentions. In B. Eitam & P. Haggard (Eds.), Human Agency: Functions and Mechanisms. UK: Oxford University Press.[20] Dasgupta, N. (2015). Role models and peers as a social vaccine to enhance women's self- concept in STEM. The American Society for Cell Biology. Retrieved from ascb.org/role- models-and-peers-as-a-social-vaccine-to-enhance-womens-self-concept-in-stem/.[21] Dasgupta, N., McManus Scircle, M., & Hunsinger, M. (2015). Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering. Proceedings of the National Academy of Sciences, accessed online from pnas.org/content/early/2015/04/03/1422822112.[22] Dasgupta, N

Conference Session

Women in Engineering Division Technical Session 8

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2021 ASEE Virtual Annual Conference Content Access

Authors

Gretchen A. Dietz, University of Florida; Kayla Julianna Kummerlen, The University of Florida; Elliot P. Douglas, University of Florida

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Diversity

Tagged Divisions

Women in Engineering

, F. K. Hamieh, and R. E. Shoujaa, “Women in engineering: A qualitative investigation of the contextual support and barriers to their career choice,” Womens Stud. Int. Forum, vol. 74, pp. 127–136, May 2019, doi: 10.1016/j.wsif.2019.03.014.[17] E. A. Cech and W. R. Rothwell, “LGBTQ inequality in engineering education,” J. Eng. Educ., vol. 107, no. 4, pp. 583–610, 2018, doi: https://doi.org/10.1002/jee.20239.[18] E. A. Cech and T. J. Waidzunas, “Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students,” Eng. Stud., vol. 3, no. 1, pp. 1–24, Apr. 2011, doi: 10.1080/19378629.2010.545065.[19] G. Lichtenstein, H. G. Loshbaugh, B. Claar, H. L. Chen, K. Jackson

Conference Session

Women in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kali Lynn Morgan, Georgia Institute of Technology; Adrianna Bernardo; Todd M. Fernandez, Georgia Institute of Technology

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Diversity

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Women in Engineering

gender gap: A sentiment analysis,” Public Understanding of Science, vol. 28, no. 1, pp. 68-84, 2019.10. Geena Davis Institute on Gender in Media, “Portray Her: Representations of Women STEM Characters in Media,” The Lyda Hill Foundation & The Geena Davis Institute on Gender in Media, 2020.11. J. B. Browsh, “Revenue, Representation, and ‘Rooby-Roo’: Hanna-Barbera and the Business of Television Animation,” PhD dissertation, Dept. of Media Studies, Univ. of Colorado-Boulder, Boulder, CO, 2017.12. E. Whitelegg, R. Holliman, J. Carr, E. Scanlon, B. Hodgson, “Invisible Witnesses: Investigating Gendered Representations of Scientists, Technologists, Engineers, and Mathematicians on UK Children’s Television,” UK Resource Centre

Conference Session

Women in Engineering Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Safia Malallah, Kansas State University; Salah Alfailakawi, Kansas State University; Taiba Yousef Alkhurafi, Kuwait University; Joshua Levi Weese, Kansas State University

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Diversity

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Women in Engineering

B D A E F G Figure 2. Educational Progress in KuwaitResearch QuestionsTo identify the factors behind reversed gender stereotypes and build a quantitative tool, thefollowing research questions were considered: RQ1: What STEM Model Factors Influence Male Preferences and Performances in STEM Education? RQ2: What STEM Model Factors Influence Female Preferences and Performances in STEM Education? RQ3: How do Male and Female Preferences and Performances Compare based on STEM Model FactorsMethodSample and SettingThe sample

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane Nicole Abdullah, Florida International University; Trina L. Fletcher, Florida International University; Ronald Quintero, Florida International University; Jade R. Moten, Florida International University; Brittany Nicole Boyd, Morgan State University

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Diversity

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Women in Engineering

aspects American society and institutions, including educational experiences [14]. By examining the impacts of racialized society on educational outcomes and disparities, CRT offers a framework to understanding overt and covert manifestations of inequity through interrogating the values, policies, and results of the institution of note. Within education policy and structures, race-based solutions must be present to expand counternarratives and center equity. Intersectionality and Social Cognitive Career theory are applied with the context of CRT to unpack the experiences ofWomen in a College of Engineering and Computing at a southeast based minority serving institution. B. Intersectionality Further research on sociological impacts and factors on

Conference Session

Women in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara Amani, Texas A&M University; Ebtihal Mohamed Youssef, Texas A&M University at Qatar; Rand Yehia Alagha, Texas A&M University at Qatar; Sara Hillman, Texas A&M University at Qatar; Annie Ruimi, Texas A&M University at Qatar

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Diversity

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Women in Engineering

Eibenschutz, S. M. A. Awadh, L. and El Said,“Being female and an engineering student in Qatar: Successes, challenges, andrecommendations, ASEE 2017 Annual Conference & Exposition, Columbus, OH, June 25-28,2017. [Online]. Available: https://peer.asee.org/being-female-and-an-engineering-student-in-qatar-successes-challenges-and-recommendations (Accessed March 5, 2021].[11] M.S. Alsheeb and A. Hodges, “The impact of socio-cultural factors in Qatar on females inengineering, ASEE 2019 Annual Conference & Exposition, Tampa, FL, June 15-19, 2017.[Online]. Available: https://peer.asee.org/the-impact-of-socio-cultural-factors-in-qatar-on-females-in-engineering (Accessed March 5, 2021].[12] C. Seron, S. S. Silbey, E. Cech, and B. Rubineau, “Persistence

Conference Session

Women in Engineering Division Technical Session 5

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jeanne Christman, Rochester Institute of Technology (CET); Randy Yerrick, Fresno State University

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Diversity

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Women in Engineering

://digitalcommons.uncfsu.edu/jri/vol2/iss1/5[13] S. G. Brainard and L. Carlin, "A six-year longitudinal study of undergraduate women in engineering and science," Journal of Engineering Education, vol. 87, no. 4, pp. 369-375, 1998.[14] K. Beddoes and M. Borrego, "Feminist theory in three engineering education journals: 1995-2008," Journal of Engineering Education, vol. 100, no. 2, pp. 281-303, 2011.[15] M. Lloyd, Judith Butler: From norms to politics. Malden, MA: Polity, 2007.[16] S. Harding, "Feminist standpoint epistemology," in The gender and science reader, M. Lederman and I. Bartsch Eds. New York: Routledge, 2001, pp. 145-154.[17] B. Brand and M. Kasarda, "The influence of social interactions on female students retention in

Conference Session

Women in Engineering Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Women in Engineering

increase inparticipation between 2009 and 2020, where maximum participation of 20.41% was obtained.Although results are slightly higher than the average participation of women in OECD countries[2], there is evidence of a gender gap in STEM disciplines' first-year preferences.Figure 2 shows two graphs; the one on the left (a) shows a decreasing trend in women'spreferences towards STEM disciplines. The graph on the right (b) side shows how this behaviorchanges towards a positive trend (from 2014 onwards), gradually increasing women's preferencesfor these disciplines. Figure 2. Decrease (a) and increase (b) in the distribution of preferences for female first- year students in STEM, Source: Own elaboration based on SIES historical enrolment from

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Mawson, Rowan University; Cheryl A Bodnar, Rowan University

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Diversity

Tagged Divisions

Women in Engineering

, Gamifying education: what is known, what is believed and what remains uncertain: a critical review, vol. 14, no. 1. International Journal of Educational Technology in Higher Education, 2017.[7] L. Z. Pedro, A. M. Z. Lopes, B. G. Prates, J. Vassileva, and S. Isotani, “Does gamification work for boys and girls? An exploratory study with a virtual learning environment,” in Proceedings of the ACM Symposium on Applied Computing, 2015, vol. 13-17-April-2015, pp. 214–219.[8] C. Han-Huei Tsay, A. Kofinas, and J. Luo, “Enhancing student learning experience with technology-mediated gamification: An empirical study,” 2018.[9] M. Denden, A. Tlili, F. Essalmi, and M. Jemni, “An investigation of the factors affecting

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christina A. Pantoja, Purdue University at West Lafayette (COE)

Tagged Divisions

Women in Engineering

/ ? Beliefs Self-Regulation Scripts Job/ Career A (Revised) Change Revise job or career Env. Seek new job or career Job/ Career B (New Job/ Career)Figure 1. Towards an integrated framework of vocational departure (establishment stage).The above framework includes shocks

Conference Session

Women in Engineering Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nolgie O. Oquendo-Colón, University of Puerto Rico, Mayagüez Campus; Lourdes A. Medina, University of Puerto Rico, Mayagüez Campus; Maria Angelica Velazquez, Montana State University; David Claudio, Montana State University; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez Campus

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Diversity

Tagged Divisions

Women in Engineering

physics and other disciplines : A cause for alarm ?,” no. January, 2020.[11] M. C. Cadaret, P. J. Hartung, L. M. Subich, and K. Ingrid, “Stereotype threat as a barrier to women entering engineering careers,” J. Vocat. Behav., 2016.[12] P. D. Medina, L., Ph.D., Dávila, S.Ph.D., Rivera, B., Oquendo Colón, N., Velázquez, M., “Developing a Meta-Model of Critical Factors for Females in STEM with Application to a Minority-serving Institution,” in American Society for Engineering Education Virtual Conference, 2020, pp. 1–23.[13] E. D. Hill Catherine, Ph.D., Corbett, Christianne, St. Rose, Andresse, Why So Few? Women in Science, Technology, Engineering, and Mathematics. Washington, DC: AAUW, 2010.[14] C. O. Reilly

Conference Session

Women in Engineering Division: Panel on Advocacy and Allyship by Men for Women

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian Kirkmeyer, Miami University; Michael D. Johnson, Texas A&M University; Lisa Abrams, The Ohio State University; Roger A. Green, North Dakota State University; Lyndsey McMillon-Brown, NASA Glenn Research Center; Sharon A. Jones P.E., University of Washington Bothell; Philip Ritchey, Texas A&M University

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Diversity

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Women in Engineering

," Social and Personality Psychology Compass, vol. 13, no. 3, Mar 2019, Art no. e12436, doi: 10.1111/spc3.12436.[2] W. Ng, S. M. Ware, and A. Greenberg, "Activating Diversity and Inclusion: A Blueprint for Museum Educators as Allies and Change Makers," Journal of Museum Education, vol. 42, no. 2, pp. 142-154, 2017, doi: 10.1080/10598650.2017.1306664.[3] M. A. Craig, V. Badaan, and R. M. Brown, "Acting for whom, against what? Group membership and multiple paths to engagement in social change," Current Opinion in Psychology, vol. 35, pp. 41-48, Oct 2020, doi: 10.1016/j.copsyc.2020.03.002.[4] H. R. M. Radke, M. Kutlaca, B. Siem, S. C. Wright, and J. C. Becker, "Beyond Allyship: Motivations

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan O. Conrad, University of Detroit Mercy; Alexa Rihana Abdallah, University of Detroit Mercy; Lauren Ross, University of Detroit Mercy

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Diversity

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Women in Engineering

. Johri and B. M. Olds, Eds. NewYork: Cambridge University Press, 2013, pp. 311–334.[22] S. M. Jackson, A. L. Hillard, and T. R. Schneider, “Using implicit bias training to improveattitudes toward women in STEM,” Soc Psychol Educ, vol. 17, no. 3, pp. 419–438, Sep. 2014,doi: 10.1007/s11218-014-9259-5.[23] T. L. Killpack and L. C. Melón, “Toward Inclusive STEM Classrooms: What PersonalRole Do Faculty Play?,” LSE, vol. 15, no. 3, p. es3, Sep. 2016, doi: 10.1187/cbe.16-01-0020.[24] S. Hoffmann and H. H. Friedman, “Machine Learning and Meaningful Careers: Increasingthe Number of Women in STEM,” Journal of Research in Gender Studies, vol. 8, no. 1, pp. 11–27, 2018.[25] M. Geldenhuys, K. Laba, and C. M. Venter, “Meaningful work, work engagement

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

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Diversity

Tagged Divisions

Women in Engineering

= 94) reported statistically significant lower engineering identity [t(394) = 2.14, p < 0.05], atthe end of the semester.Research Question 2. Does academic climate predict engineering identity in the sameway for women and men?We did a multiple regression analysis to see whether perceived academic climate and genderpredicted engineering identity after controlling the initial identity. The overall modelaccounted for a substantial amount of variance in engineering identity, R2=0.47 [F (4, 388) =85.01, p .05. The interaction of perceived climate and gender on engineering identity was also notsignificant, F(1, 392) = 0.00, p > .05.For female undergraduates, the perceived climate was a predictor of engineering identity,B=0.34, t=3.39, p<

Conference Session

Women in Engineering Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shelly Gulati, University of the Pacific

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Diversity

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Women in Engineering

Paper ID #33259A Book Club Model to Promote Personal and Professional DevelopmentActivities for Female Engineering and Computer Science StudentsDr. Shelly Gulati , University of the Pacific Dr. Shelly Gulati is Associate Professor and Chair of Bioengineering. She is also serving as the Faculty Fellow, Academic Advising. She has been at Pacific since 2010. She received a BS in Chemical Engineer- ing from Johns Hopkins University and a PhD in Bioengineering from University of California, Berkeley. She also spent two years as a postdoctoral fellow in London at Imperial College. Dr. Gulati’s research expertise is

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

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Diversity

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Women in Engineering

, throughout thepandemic, and hopefully into a post-COVID future. The COVID screener questions will beanalyzed in conjunction with other instruments in the survey (e.g. those measuring engineeringself-efficacy) to ultimately improve recruitment and retention of students in engineeringprograms, with a particular focus on increasing the participation rates of underrepresentedpopulations.References[1] M. Park, J. Park, K. Jackson and G. Vanhoy, "Online Engineering Education Under COVID-19 Pandemic Environment," International Journal of Multidisciplinary Perspectives in Higher Education, vol. 5, no. 1, pp. 160-166, 2020.[2] B. Means and J. Neisler, "Suddently online: a national survey of undergraduates during the COVID-19 pandemic

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jing Wang, University of South Florida; Zachariah Beasley, University of South Florida; Ken Christensen P.E., University of South Florida; Sudeep Sarkar, University of South Florida

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Diversity

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Women in Engineering

Paper ID #32664Increasing the Participation of Women in Computer Science andEngineering: A Systematic Approach for Culture ChangeDr. Jing Wang, University of South Florida Jing Wang is an instructor and Director of Broadening Participation in Computing in the Department of Computer Science and Engineering at University of South Florida. She received her PhD in Computer Science from Vanderbilt University in 2005. Throughout her career, Dr. Wang has been actively involved in the important mission of recruiting and mentoring women in computer science and engineering. She serves as the faculty advisor of Women in

Conference Session

Women in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)

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Diversity

Tagged Divisions

Women in Engineering

Paper ID #33951Understanding Gen Z’s Declining Engagement with WE@RIT, a Woman inEngineering ProgramMs. Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE) Kathy has served as Director of Women in Engineering at RIT (WE@RIT) since 2015, and brings a rich array of life experiences to the position. After graduating with a bachelor’s degree in Public Affairs from a women’s college where she learned first-hand the value of a female-centric support network, Kathy made her way to Silicon Valley. There she studied CMOS Mask Layout Design which eventually led her to a position in IT for a semiconductor IP start-up

Conference Session

Women in Engineering Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexa Tannebaum, Duke University; Sophia T. Santillan, Duke University; Rebecca Simmons, Duke University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

printing history and asked aboutthe design process, intended use, and success of each of their prints. The interview questions canbe found in Appendix B. After the interview, a third party transcribed the interview, removed anyidentifiers in the transcript, and destroyed the video recording files.ResultsFifty undergraduate engineering students were surveyed in the study. Descriptive statistics of theparticipating students are presented in Table 1. While students were given nonbinary choices whenasked for their gender identity, very few identified outside of the male and female categories,and so results given here are for those two groups (referred to as men and women, respectively,here).The majority of men and women sampled entered college with no

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaitlyn Anne Thomas, University of Nevada, Reno; Whitney Gaskins, University of Cincinnati; Kelly J. Cross, University of Nevada, Reno

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Diversity

Tagged Divisions

Women in Engineering

environment through the themes of microaggressions, engineering socialization, andisolation. The double standard forced WOC to adapt to an unwelcome environment and createsystems around them for their own success that are not provided by the engineering educationenvironment. This study opens the discussion for ways engineering colleges can better supportWOC students through programs and initiatives that seek to understand and celebrate the uniqueexperiences of WOC in engineering.ReferencesCarlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in

Conference Session

Women in Engineering Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Taylor Maida, University of Notre Dame; Simran Moolchandaney, University of Notre Dame; Gabrielle Tanjuatco, University of Notre Dame; Caroline Lubbe, University of Notre Dame

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Diversity

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Women in Engineering

both social and educational Use undergraduate students as leaders / organizers to foster engagement with near peersReferences[1] A. Evanoski-Cole, K. Catton, and B. Vermeulen, “Confidence of Undecided First-YearEngineering Students in Choosing Their Major and Implications for Retention,” 2017 ASEEAnnual Conference & Exposition, June 2017.[2] R. A. Hensel, J. Dygert, and M. L. Morris, “Understanding Student Retention inEngineering,” 2020 ASEE Virtual Annual Conference, June 2020.[3] A. Osta, J. Kadlowec, A. Papernik, and A. Ferreira Dias-Liebold,“ Work in Progress:Studying the Factors Affecting Women Recruitment and Retention in Engineering,” 2020 ASEEVirtual Annual Conference, June 2020.[4] S. Chopra, G. R. Bertoline, and C. M. Laux

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Diane Reichlen, University of Massachusetts Lowell

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Diversity

Tagged Divisions

Women in Engineering

students accepted this invitation, including five White men,one Middle-Eastern woman, one Black woman, and one Latina. Engineering majors of the FGparticipants included three from Mechanical Engineering, two from Electrical Engineering andComputer Engineering, two from Civil Engineering, and one from Chemical Engineering. To serve as facilitators, students were trained in: (a) explaining the purpose of the FGsand the PAR process of listening to all voices and developing action steps for change; (b)building rapport through creative ice-breakers; (c) encouraging all FG members to voice theirthoughts and concerns; (d) listening without judgement and establishing trust; (e) responding tocomments with appropriate follow-up questions; (f

Conference Session

Environmental Engineering Technical Session 4: Environmental Issues and the Impacts of Intersectionality

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; JoAnn Silverstein P.E., University of Colorado Boulder

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Diversity

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Environmental Engineering, Women in Engineering

Young-Green (14:34-15:00 min and 46:06-53:50 min) Concluding remarks by moderator Darshan Karwat (53:50-56:52 min). Assignment (a) Discuss two or three ethics canons (including specific sub-parts) that relate to the situation (300 to 500 described with the interstate highway system and local community in Tampa Florida. words in Summarize each canon, how it relates, and in what ways the situation appears ethical or length) unethical in relation to the codes. (b) It what ways does the code of ethics appear to fall short of considering the benefits/harms to the local community of the speaker? What did you find most compelling from Lean Young- Green

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Giannina Costa, Universidad Andres Bello; Juan Felipe Calderón, Universidad Andres Bello; David Ruete, Universidad Andres Bello; Danilo Leal, Universidad Andres Bello; Lilian Pamela San Martín Medina, Universidad Andres Bello

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Diversity

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Women in Engineering

. M. Paechter and B. Ertl. "Self-Concept and Support Experienced in School as Key Variables for the Motivation of Women Enrolled in STEM Subjects With a Low and Moderate Proportion of Females". Frontiers in Psychology. vol. 10. 2019. Available: 10.3389/fpsyg.2019.01242 [Accessed 19 January 2021].[8] S. Sinclair. A. Nilsson and E. Cederskär. "Explaining gender-typed educational choice in adolescence: The role of social identity. self-concept. goals. grades. and interests". Journal of Vocational Behavior. vol. 110. pp. 54-71. 2019. Available: 10.1016/j.jvb. [Accessed 19 January 2021].[9] H. Marsh. "The structure of academic self-concept: The Marsh/Shavelson model.". Journal of Educational Psychology. vol

Conference Session

Women in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erica Haugtvedt, South Dakota School of Mines & Technology; Duane Lewis Abata, South Dakota School of Mines and Technology

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Diversity

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Women in Engineering

an outreach activity, follow up with a discussion delving into the history of Ada Lovelace by using the following questions to scaffold responses. When necessary if discussion lags, ask students to either think-pair-share by sharing their ideas with a partner near them for 2-5 minutes before sharing with the larger class/group or ask students to write their thoughts freely for a 2-5 minutes and then share in conversation with the larger class/group. a. How was Ada Lovelace able to contribute to what would become computer science in 1843? What challenges did she encounter? How did she deal with these challenges? b. Does knowing about Ada Lovelace change

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Abrams, Ohio State University; Adithya Jayakumar, Ohio State University; Lucille Sheppard, Ohio State University; Amy Kramer P.E., Ohio State University; Toni M. Calbert, Ohio State University

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Diversity

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Women in Engineering

. 256-273, 2008.[4] S.C. Davis, N. Cheon, E.C. Moise, and S. B. Nolen, “Investigating Student Perceptions of anEngineering Department’s Climate: The Role of Peer Relations,” in 2018 ASEE AnnualConference & Exposition, Salt Lake City, Utah, 2018.[5] A. Johri and B. M. Olds, “Introduction,” in Cambridge Handbook of Engineering EducationResearch, A. Joyride and B.M. Olds, Eds. Cambridge: Cambridge University Press, pp. 1-2,2014. doi:10.1017/CBO9781139013451.002[6] C.A. Shapiro and L.J. Sax, “Major selection and persistence for women in STEM,” NewDirections for Institutional Research, vol. 2011(152), pp. 5-18, 2001.[7] Yang Yang and D. W. Carroll, “Gendered Microaggressions in Science, Technology, andMathematics,” Leadership and Research in

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Beth Sellers, University of Florida; Idalis Villanueva, University of Florida

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Diversity

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Women in Engineering

oftentimes unintended, assumptions, lessons, values, beliefs, attitudes, andperspectives not openly acknowledged in an environment” [2, p. 1] HC is messaged as positiveor negative, but negative HC could result in undesired costs, such as attrition [2]-[3]. Previous researchers [4]–[7] have identified four predominant factors, (a) awareness, (b)emotions, (c) self-efficacy, and (d) self- advocacy, for how individuals recognize, react to, andrespond to situational HC. However, there is limited previous research about what strategieswomen use to cope with situational HC, principally in engineering environments. Thus, in thisstudy, we report on strategies that women engineers, including women engineers withintersectional identities, used to

Conference Session

Women in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dawn M. Maynen, Pennsylvania State University

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Diversity

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Women in Engineering

Paper ID #34921Women Electrical Engineering Faculty: How do they Experience EEDepartment Climate and Promotion and Tenure?Dr. Dawn M. Maynen, Pennsylvania State University Dr. Dawn Maynen is the Project Coordinator/ Research Analyst for the Pennsylvania State Piazza Center for Fraternity and Sorority Research. She is responsible for client interaction, survey administration, data analysis and reporting of projects. Dawn is part of the Piazza Center research team responsible for mul- tiple publications and conference presentations. Dawn has a Ph.D. in Higher Education/ Student Affairs from Indiana University-Bloomington