Displaying results 1 - 30 of 50 in total
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- Women in Engineering Division (WIED) Technical Session 8: Leadership and Persistence
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- 2024 ASEE Annual Conference & Exposition
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- Kavitha Chandra, University of Massachusetts, Lowell; Susan Thomson Tripathy, University of Massachusetts, Lowell; Sumudu Lewis, University of Massachusetts, Lowell; nadia sahila, University of Massachusetts, Lowell
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- Women in Engineering Division (WIED)
Paper ID #44271Building Research, Teamwork and Professional Skills in an Engineering SummerBridge Program: Reflections Towards an Allyship ModelProf. Kavitha Chandra, University of Massachusetts, Lowell Kavitha Chandra is the Associate Dean for Undergraduate Affairs and Professor of Electrical and Computer Engineering in the Francis College of Engineering at the University of Massachusetts Lowell. She directs the Research, Academics and Mentoring Pathways (RAMP) to Success summer bridge and academic program for new engineering students, preparing them with research, communication and leadership skills. Her research
- Conference Session
- Women in Engineering Division (WIED) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Lisa K Davids, Embry-Riddle Aeronautical University; Jeff R. Brown, Embry-Riddle Aeronautical University; Joseph Roland Keebler, Embry-Riddle Aeronautical University; Jenna Korentsides, Embry-Riddle Aeronautical University
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Paper ID #42176Board 180: Impacting Engineering Students’ Perceptions of DEI ThroughReal-Life Narratives and In-Class Discussions with an Empathetic LensProf. Lisa K Davids, Embry-Riddle Aeronautical University To continually improve the experience of the students in her courses, Lisa engages in applied pedagogical research, implementing research-based techniques in the classroom. Currently teaching Introduction to Engineering and Graphical Communications courses, Lisa has implemented active teaching techniques, team and project-based assignments, and emphasizes self-reflection in her students.Dr. Jeff R. Brown, Embry-Riddle
- Conference Session
- Women in Engineering Division (WIED) Technical Session 7 - Multi-URM Perspectives
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- 2024 ASEE Annual Conference & Exposition
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- Vianney Lara-Prieto, Tecnologico de Monterrey; Maria Ileana Ruiz-Cantisani, Tecnologico de Monterrey; Marcela Paola Bentin; Maria Haydée Peralta, National University; Laura Romero, Tecnologico de Monterrey
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- Diversity
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- Women in Engineering Division (WIED)
reality and is characterized by varied factorsthat influence this gap to continue, even with the efforts of private, public, social, andeducational initiatives to reduce it. Among the factors are the preconceptions in relation toSTEM careers, gender stereotypes, family attitudes, lack of women leaders in these areas whoare an example to inspire or to mentorship. The lack of gender equity for women inengineering is a global problem that has implications for society, as it means losing theopportunity to have this talent that is in such high demand today. [6]This context that gives us the environment leads us to reflect on the initiatives that are beingcarried out globally to further promote and create this culture of gender equality, where
- Conference Session
- Women in Engineering Division (WIED) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Catherine MacKenzie Campbell, University of Toronto, Canada; Andrea Chan, University of Toronto, Canada; Jessica J. Li, P.E., University of Toronto, Canada; Philip Asare, University of Toronto, Canada; Emily Moore, University of Toronto, Canada
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- Diversity
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- Women in Engineering Division (WIED)
learning is widely accepted as an integral part of engineeringeducation, as these experiences have been shown to improve students’ vocational self-conceptand work self-efficacy, as well as provide higher starting salaries post-graduation [10-11]. In thecontext of this study, enrolment in the program may signal students’ intent to be part of theengineering profession, or at least to obtain some professional experience in the field of theirdegree. However, given that the students are in their first year, we assume that they remain at anearly stage of professional socialization. Therefore, their expectations for the profession and theirown career trajectories may reflect their implicit assumptions about engineering and serve as abaseline for future
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- Women in Engineering Division (WIED) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Spencer Szczesny, Pennsylvania State University; Alyssa Salazar; Ann Cameron Casasanta
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- Diversity
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- Women in Engineering Division (WIED)
disparities in educational opportunities) [3], [8], [10]–[14], [16], [17], [19],[23]. Following this lecture, the students further engaged with the material outside of class byviewing the movie “Picture a Scientist” and listening to a recording of an episode from ThisAmerican Life entitled “The Problem We All Live With.” These multimedia resources werechosen since they reinforced the topics discussed in the in-class lectures through emotivepersonal examples and provided supporting data on gender and racial barriers in education andscience. The students additionally processed the information presented in the lecture as well asthe multimedia material by submitting a reflection on the content as a course assignment.Approximately midway through the
- Conference Session
- Women in Engineering Division (WIED) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Sandra Furnbach Clavijo, Stevens Institute of Technology
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- Diversity
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- Women in Engineering Division (WIED)
workshop ended with a reflection and an energy andappreciation exercise. The workshop primarily employed negative brainstorming techniquesillustrated in The Idea Agent [10] and therefore the session was titled ‘How to make engineeringprograms worse for female engineering students.”The researcher developed an agenda and workshop documents that included an event flyer, theworkshop process, the workshop rules, a positive focus area worksheet, a four-field matrix, anenrichment tool, and instructions for the ten-thousand rose finale. These documents will bediscussed in detail, but are also included in Appendix A.The agenda for the 2-hour workshop is presented below: • Introduction (Workshop Rules) (10 minutes) • Positive Focus Area
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- Women in Engineering Division (WIED) Technical Session 2 - Personal Situations
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- 2024 ASEE Annual Conference & Exposition
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- Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Idalis Villanueva Alarcón, University of Florida
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- Women in Engineering Division (WIED)
that these events are deeply embedded in the intersectionalidentities of the authors and these accounts may not necessarily translate to other individualsundergoing similar situations. Also, because these challenges are layered, complex, and situatedin the authors’ intersectional identities, the findings may include multiple systemic barriers thatare intertwined in the interpretation of the findings. The authors opted to maintain the complexityof the narration as it was deemed more authentic to their lived working and personal realities.Further, the multilayered complexity in the narrative demonstrates the levels of cognitive loadand role strain associated with each presented challenge, subsequent reflection/decision, andperceived outcome. The
- Conference Session
- Graduate Student and Postdoctoral Fellow Perspectives on Advancing Women and Gender Equity in Engineering - for the Next 130 Years
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- 2023 ASEE Annual Conference & Exposition
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- Baishakhi Bose, Lawrence Berkeley National Laboratory; Haleh Barmaki Brotherton, Clemson University; Theo Hopper, University of Michigan; Pamela Martínez Oquendo, University of Nebraska-Lincoln; Lily M. Wang P.E., University of Nebraska-Lincoln; Margaret E.B. Webb, Virginia Tech; Hannah Wilkinson, Utah State University
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- Women in Engineering Division (WIED)
(WIED) at ASEE convened a panel of current graduate students andpostdoctoral scholars to discuss visions of gender equity in engineering 130 years from now, whereall gender identities feel respected, experience gender equity, and are able to maintain a healthywork-life balance. The panelists reflected on their experiences on advancing womxn and genderequity in engineering, envisioned the progress that should be made in the coming 130 years, andshared ideas on how to achieve those visions, focusing on how dualistic thinking around genderand cis-normativity serve to marginalize womxn in engineering’s learning environments andworkplaces, as well as the critical ways that racial identity and gender intersect in womxn of colors’experiences
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- Women in Engineering Division (WIED) Technical Session 4 - Hands-on Learning
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- 2024 ASEE Annual Conference & Exposition
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- Claudia Paz Gwynn, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile; Carolina Elizabeth Jerez, Universidad de Chile
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- Women in Engineering Division (WIED)
specific goals were twofold: a) to providea reflective perspective on participants' institutional experiences related to gender, equality, androles within the School of Engineering, and b) to shed light on the challenges and barriersencountered in institutional life. Data was collected using the LEGO® Serious Play®methodology as an innovative and dialogic facilitation method. Twenty students and professorsparticipated. A phenomenological and qualitative analysis was conducted on the workshoprecordings to discern emerging perspectives. The results of the initial pilot workshops highlightthe significance that gender equality holds for both students and faculty within the realm ofuniversity education, as it is seen as the heart of institutional life
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- Women in Engineering Division (WIED) Technical Session 3 - Belongingness and Community
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- 2024 ASEE Annual Conference & Exposition
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- Krystal Corbett Cruse, Louisiana Tech University; Kacie Mennie, Louisiana Tech University; Ashton Garner Ward, Louisiana Tech University; Mary E Caldorera-Moore, Louisiana Tech University
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- Diversity
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- Women in Engineering Division (WIED)
populated by male students. Among the faculty members present was the First-Year Engineering Programs Coordinator, who posed questions about the program and soughtsuggestions on how OWISE and other faculty members could enhance and support their first-year experience.The students expressed positive reflections on their first year but highlighted certain aspects ofthe course that felt intimidating. Many shared their experiences of entering classespredominantly composed of male students, feeling overwhelmed and uncertain about where tosit—a notable departure from their high school environments. Additionally, they conveyedfeelings of under-confidence and intimidation, particularly when dealing with fabricationequipment used in the courses. There was a
- Conference Session
- Women in Engineering Division (WIED) Technical Session 7 - Multi-URM Perspectives
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- 2024 ASEE Annual Conference & Exposition
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- Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
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- Diversity
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- Women in Engineering Division (WIED)
elements that Latinas,as women and engineering students, face in their search for a place in engineering. There aremultiple socio-emotional, economic, cultural, and academic aspects to consider in facilitatingLatina engineering students to develop interest, persist throughout, and gain confidence.MethodsThis is a qualitative one-shot case longitudinal study that explores a phenomenon in depth withinits real-world context. There was no control group to compare the effectiveness of the ROLEprogram. Women participants pursuing engineering degrees reflected on the importance ofprograms like ROLE that helped them reinforce their self-confidence as students interested inengineering. Participants took part in a set of interviews, in the first month of
- Conference Session
- Women in Engineering Division (WIED) Technical Session 5 - Careers and Professional Identity
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- 2024 ASEE Annual Conference & Exposition
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- Emily Macdonald-Roach, University of Toronto; Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto; Andrea Chan, University of Toronto; Dimpho Radebe, University of Toronto; Saskia van Beers, University of Toronto; Sasha-Ann Eleanor Nixon, University of Toronto
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- Women in Engineering Division (WIED)
engineers face when trying to earn their professional engineering license. Her MASc research focuses on understanding how Canadian engineers reflect on the impact that their social location has had on their career.Sasha-Ann Eleanor Nixon, University of Toronto ©American Society for Engineering Education, 2024 Are Hardhats Required for Engineering Identity Construction? Gendered and Racialized Patterns in Canadian Engineering Graduates’ Professional IdentitiesAbstractDespite ongoing efforts to increase diversity in engineering, women continue to beunderrepresented in the field, making up only 15% of licensed professional engineers in Canada[1]. This persistent
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- Women in Engineering Division (WIED) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Arezoo Sadrinezhad; Lalita G. Oka, California State University, Fresno; Kimberly Stillmaker, P.E., California State University, Fresno; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Catalina Eleonora Cardenas Arriaga; Feruza Amirkulova; Maryam Nazari; Kira Abercromby; Sue Rosser, San Francisco State University
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6 29Survey participants 20 17 16 53a) Demographics of participating facultyOf the total 99 CSU engineering faculty/lecturers who attended these mentoring events, fifty-three responded to the post event survey and are reflected in the following analysis. Figure 1shows the respondent demographics based on gender and US born (USB) versus FB/FT status.Note that while FB and FT status are separate identities, all but one FB respondent were also FT.Similarly, all but one USB respondent were entirely US trained. Therefore, the four possiblecombinations of birth location and training location are reduced to USB and FB/FT, in whichparticipants who had either FB or FT status
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- Women in Engineering Division (WIED) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Kristen Moore, University at Buffalo, The State University of New York; Meg Handley, Pennsylvania State University; Jessica Dolores Menold, Pennsylvania State University
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- Diversity
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- Women in Engineering Division (WIED)
environments, systematic barriers, or other factors may limit or negate REM andwomen students’ ability to effectively engage with these spaces. While countless studies point to the manybenefits of Makerspace engagement[2]–[4], [6], [7], no work has studied how these benefits are inequitablydistributed based on race or gender, or what interventions may be needed to ensure Makerspaceenvironments foster a sense of belonging amongst REM and women students.In professions that are significantly gendered and raced, any “otherness” affects the ways in which womenand/or REMs are treated with respect to their technical capabilities[9]. This is particularly true inengineering, which is predominantly White and male [10].The purpose of this paper is to reflect on
- Conference Session
- Women in Engineering Division (WIED) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Monica Stephens, Spelman College; Tiffany Renee Oliver, Spelman College; Pamela M Leggett-Robinson, PLR Consulting
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- Diversity
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- Women in Engineering Division (WIED)
WiSTEM is theobservation that Black women are underrepresented in STEM for a variety ofreasons that include (1) anxiety pertaining to mathematics and computing (2) a lackof exposure to STEM disciplines and tangential careers (3) a lack of exposure toculturally responsive pedagogy, and (4) a lack of communities of support. Key Words - STEM Identity, Sense of Belonging, Persistence, Community, Self AwarenessINTRODUCTION AND PROBLEM STATEMENTMany institutions of higher education in the US do not reflect the racial and ethnicdiversity of our nation amongst its degree recipients. Clearly, we must acknowledgethe barriers to STEM education for individuals underrepresented in these disciplinesand develop interventions to mitigate them [1]–[3]. Racial
- Conference Session
- Women in Engineering Division (WIED) Poster Session
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- 2023 ASEE Annual Conference & Exposition
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- Debarati Basu, Embry-Riddle Aeronautical University; Lilianny Virguez, University of Florida; Michelle Soledad, Virginia Tech; Sreyoshi Bhaduri, ThatStatsGirl
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- Women in Engineering Division (WIED)
Education from Virginia Tech. She has work eDr. Michelle Soledad, Virginia Tech Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fun- damental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering
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- Women in Engineering Division (WIED) Technical Session 5 - Careers and Professional Identity
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- 2024 ASEE Annual Conference & Exposition
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- Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers; Rachel Porcelli, Society of Women Engineers
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- Diversity
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- Women in Engineering Division (WIED)
of educational strategies— such asexperiential learning opportunities, events, internships, and first-year experiences—have beenshown to significantly benefit undergraduate student learning, engagement, learning, andretention [5]. For instance, high-impact programs significantly help learners reflect on theircharacter strengths and weaknesses and allow them to take control of their successes as learnersand engineering professionals [5].Although evidence demonstrates that leadership development programs commonly described asexpanding the collective capacity of organizational members enable groups of individuals towork together and engage effectively in a meaningful way both in leadership roles andprocesses, [6] they can also lead to a
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- Women in Engineering Division (WIED) Technical Session 2 - Personal Situations
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- 2024 ASEE Annual Conference & Exposition
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- Niloufar Bayati, North Carolina State University; Cameron Denson, North Carolina State University
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- Diversity
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- Women in Engineering Division (WIED)
having high academicexpectations. Participants mentioned how their parents hold high academic expectations bywanting straight A's, pushing them to have extracurricular activities, and prioritizing theireducation. As an example, one participant mentioned, “They definitely set a standard when I wasin high school and of course when I got to college." This reflects the authoritative tendency to 9establish high standards while being responsive. It was also common for parents to be highlysupportive by assisting with homework, involving themselves in school selection, and supportingeducational goals. This pattern of high expectations paired with high
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- Women in Engineering Division (WIED) Technical Session 1 - Women in Computing
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- 2024 ASEE Annual Conference & Exposition
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- Tiana Solis, Florida International University; Stephen Secules, Florida International University
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- Women in Engineering Division (WIED)
the podium computer and starts the projector. The lab's structure was that UTAs spread around the classroom and assisted students with their coding practice. Students would raise their hands to get the UTAs' attention. Instructors also train UTAs to be proactive, ensure the group dynamic is going smoothly, and initiate questions if the group or an individual member has challenges. Figure 4 - UTAs walking around the students' tables and helping students.Figure 4 shows two female and two male UTAs, and the instructor interacted with students ateach table as they collaborated on coding and problem-solving tasks. Our observation noted thatthe students' table conversation and facial expressions reflect comfort
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- Women in Engineering Division (WIED) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Ahjah Marie Johnson, University of Cincinnati; Samieh Askarian Khanamani, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Whitney Gaskins, University of Cincinnati
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- Diversity
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- Women in Engineering Division (WIED)
journey as scholars totransform scholarly and cultural practices in STEM. In doing so, our research aim is to approachSTEM topics that decenter whiteness beginning with our own assumptions and biases throughreflection and dialogue. Mejia et al state “ a lack of reflection prevents the cognitive andmotivational tools needed to liberate themselves from condition and historical factors that thathinder their development” [13, p. 2]. Our approach towards liberation is understanding thelimitations of scholarship and praxis when whiteness is not decentered from the conversation andperspectives. Much scholarship about gendered experiences is often framed in a Eurocentric
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- Women in Engineering Division (WIED) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Alexis Nicole Barney, Iowa State University; Benjamin Ahn, Iowa State University of Science and Technology; Matthew Nelson, Iowa State University
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- Diversity
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- Women in Engineering Division (WIED)
address a gap in the literature and understand theideologies male students hold that either promote or threaten gender equity in engineeringeducation.2.3.Established Strategies for Improving the Culture Climate for Women in EngineeringFriedrich, Sellers, and Burstyn [10] note that the following strategies have been well establishedin the literature to improve the cultural climate for women studying engineering: increaseawareness of the social issue, inclusive teaching strategies, and intervention programs to increaseequity for minoritized students. Faculty and instructional staff can raise awareness by givingstudents the opportunity to reflect on their experiences with diversity and its value. Students oftenonly have these conversations on
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- Women in Engineering Division (WIED) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Heather Doty, University of Delaware
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- Diversity
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- Women in Engineering Division (WIED)
delve into their own experienceswhen it comes to fostering inclusive climate. We ask the chairs share (1) their biggest challengeswhen it comes to department climate, (2) the strategies they’re already tried to improve climate,including what worked and what didn’t work, and (3) any resources they need to improve theclimate in their department. Again, this step generates lively discussion as participants reflect onwhether colleagues’ strategies might work in their own department or could be adapted to betterfit the culture or context of their unit.Module 3: ImplementationThe workshop ends with a call for all participants to take immediate steps to improve theirdepartment climate. The team shares four ideas for small steps that chairs can take
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- Women in Engineering Division (WIED) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Karen Watkins-Lewis, Morgan State University; Heather Dillon, University of Washington; Rebecca N. Sliger, Tacoma Community College; Bonnie J. Becker; Erica Cline; Cheryl Greengrove; Petronella A. James, Morgan State University; Angela Edes Kitali; Adrienne Scarcella
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- Diversity
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- Women in Engineering Division (WIED)
institution andthe community college. The number of students was small because the mechanical engineering program isrelatively new and many students had internships. There were two women and several first generationstudents in the pilot class. All the students were engineering students, mostly rising juniors and seniors. We selected wave energy for our research focus since the project did not require any prior knowledge that would create prerequisite barriers. We worked hard to find institutional funding to supplement student fees, particularly for community college students. Key topics in the course included: ● Design process and iteration ● Construction of multiple prototypes ● Literature review ● Reflective research journals
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- Women in Engineering Division (WIED) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Shawna Dory, Pennsylvania State University; Luis Roberto Delgado Jr., Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Esther Gomez, Pennsylvania State University; Stephanie Butler Velegol, Pennsylvania State University
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- Women in Engineering Division (WIED)
it is important for programs to helpstudents to quickly adjust to the program and to build upon their identities as researchers [7].Sense of Belonging This study utilizes Strayhorn’s [4] definition of sense of belonging, which refers to afeeling of mattering or being connected and can be seen as a reflection of the supports that existwithin a given context. According to Strayhorn [4], a student’s sense of belonging has beenfound to be related to the retention, specifically, of women students majoring in STEM fields.Literature focusing on sense of belonging for women engineering majors has shown that womenfeel a lesser sense of belongingness than their men counterparts, contributing to a lower rate ofretention for women in engineering
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- Women in Engineering Division (WIED) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Macarena Becerra-Cid; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile
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- Women in Engineering Division (WIED)
their self-efficacy and perceived institutional support given a genderperspective. In light of the above the following reflections may be made given the literaturereview already reported on. Table 6. Results of the correlation tests by using spearman's coefficient of correlation for the total sample. SEf SB-g SB-i IS SEf CC 1,000 .503(**) .493(**) .083 Sig. (2-tailed) . .000 .000 .136 N
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- Women in Engineering Division (WIED) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Elle Ann Kreiner, University of Maryland Baltimore County; Jamie R Gurganus, University of Maryland Baltimore County
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- Diversity
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- Women in Engineering Division (WIED)
with their male peer, mentioning how all the women wereprobably using sexual favors to get their grades. “I guess it’s naive, but I had no idea anyone inour class felt that way or had negative feelings about other classmates,” Courtney reflects, now adecade past her conferment. “Almost every single one of my memories aboutcollege…everytime I thought these guys were being nice and friendly, they’re actually beingbackstabbers.”. Discriminatory practices are not only limited to peer-to-peer, but can happen withindifferent power dynamics, such as professor-to-student, and advisor-to-student. Professor andadvisory positions rely on leadership and mentorship, and the opinions of people in thesepositions can have a long standing impact on
- Conference Session
- Women in Engineering Division (WIED) Technical Session 1 - Women in Computing
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ilknur Aydin, Farmingdale State College, SUNY, New York; Mary V Villani, Farmingdale State College, SUNY, New York; Lisa Cullington, Sacred Heart University
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- Diversity
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- Women in Engineering Division (WIED)
and within a major [10, 11]. One study showed that acombination of student-advisor interaction, student-faculty interaction, participation inextracurricular activities, and utilizing the library correlated with a higher first to second yearretention rate (fall to fall) among students [12]. While each method is helpful, institutions wouldbe well served in designing academic support opportunities that include the variety ofstakeholders in their students’ social networks at college.In addition to feeling connected to the college community, educational researchers havedemonstrated the efficacy of a positive academic self-concept. Students perceive their academicabilities through self-reflection and comparison to others. This perception, their
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- Women in Engineering Division (WIED) Technical Session 4 - Hands-on Learning
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- 2024 ASEE Annual Conference & Exposition
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- Nathan Delson, University of California, San Diego; Huihui Qi, University of California, San Diego
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- Diversity
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- Women in Engineering Division (WIED)
68% 84% 0.0327Class SurveysA weekly reflection and survey were conducted with Likert scale multiple-choice questions. Forthis study, only the results from the beginning of the class (pre) and end of the class (post) wereanalyzed. The complete wording of the Likert questions and answer choices are shown inAppendix I. The survey results analyzed by gender are shown in Table 4. The table shows thesum of the top 2 Likert responses, such as Effective and Very effective to indicate the percentageof students with a positive assessment in each topics area. To show the effect of training moreclearly both the pre- and post- questions are shown when the same question were present in bothsurveys. In Table 4 the pre- and post- questions
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- Women in Engineering Division (WIED) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Amber L Doiron, University of Vermont; Katherine O'Shea; Nicole M Miller, Vermont Afterschool, Inc.; Tracy L Truzansky
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- Diversity
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- Women in Engineering Division (WIED)
. Additionally, Mentors positivelyreinforce students demonstrating inclusiveness, acceptance of new ideas, and awareness of theirown emerging “STEM identity”, meaning their enjoyment of and capability in engineering. Anincrease in self-perception is recognized as one of the most impactful outcomes of afterschoolprograms [5], [6]. Afterschool Site LocationFinally, the LEL Women in STEM Inspirational Videos are playedweekly at the start of the design challenge to elevate female and 34%non-binary success stories in STEM careers. Mentors reflect on the 50%messages shared by those featured in the videos and to ask youthquestions about what
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- Women in Engineering Division (WIED) Poster Session
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- 2023 ASEE Annual Conference & Exposition
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- Qian Wang, Xi'an Jiaotong-Liverpool University (XJTLU); Biying Wen, Liverpool University; University of Liverpool
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- Diversity
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- Women in Engineering Division (WIED)
IPA focused on the individual experience, which analyzed the discursive process ofpositioning (e.g., conversations and storylines) to understand participants’ multiple roles (seeFigure 3) [22]. Semi-structured interviews were carried out independently in person or viaonline meetings, which ranged in length from 60 to 120 minutes. We began the interview byproviding ample time for developing rapport with each participant and then gradually shiftedthe conversation to asking questions about their background and identity meaning-making.Identity meaning-making referred to questions that ask participants to be reflective abouttheir multiple roles (e.g., teacher, researcher, and family role) around their rights and duties,which was fundamental to the