Hulcher, C., & Oppong-Anane, A. B., & Zhang, X., & Santiago, L., & Hamrick, T. R., & Almasri, A. (2024, July), Full Paper: Gender and First-Generation Status Impacts on the Perceived Importance of Technical and Non-Technical Skills for Upper-Level Undergraduate Engineering and Computer Science Courses  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48600

\bibitem{asee_peer_48600}
  Hulcher, C., \& Oppong-Anane, A. B., \& Zhang, X., \& Santiago, L., \& Hamrick, T. R., \& Almasri, A. (2024, July), \emph{Full Paper: Gender and First-Generation Status Impacts on the Perceived Importance of Technical and Non-Technical Skills for Upper-Level Undergraduate Engineering and Computer Science Courses}
  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts.
  10.18260/1-2--48600

Carter Hulcher, Akua B. Oppong-Anane, Xinyu Zhang, Lizzie Santiago, Todd R Hamrick, and Atheer Almasri.  "Full Paper: Gender and First-Generation Status Impacts on the Perceived Importance of Technical and Non-Technical Skills for Upper-Level Undergraduate Engineering and Computer Science Courses".  15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July.  ASEE Conferences, 2024.  https://peer.asee.org/48600 Internet.  15 Dec, 2024

\bibitem{asee_peer_48600}
  Carter Hulcher, Akua B. Oppong-Anane, Xinyu Zhang, Lizzie Santiago, Todd R Hamrick, and Atheer Almasri.
  "Full Paper: Gender and First-Generation Status Impacts on the Perceived Importance of Technical and Non-Technical Skills for Upper-Level Undergraduate Engineering and Computer Science Courses".
  \emph{15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48600 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_48600
author = "Carter Hulcher, Akua B. Oppong-Anane, Xinyu Zhang, Lizzie Santiago, Todd R Hamrick, and Atheer Almasri"
title = "Full Paper: Gender and First-Generation Status Impacts on the Perceived Importance of Technical and Non-Technical Skills for Upper-Level Undergraduate Engineering and Computer Science Courses"
booktitle = "15th Annual First-Year Engineering Experience Conference (FYEE)"
year = "2024"
month = "July"
address = "Boston, Massachusetts"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48600}
number = {10.18260/1-2--48600}
}

TY  - CPAPER
AB  - As college attendance by first-generation students as well as women continues to increase, understanding the perspectives of these student populations and how to help them succeed has become a focus of many college institutions. A student’s gender and their first-generation status can have a significant impact on how they view the importance of various skills necessary for success in engineering and computer science majors. In this paper, the results of a mixed-method survey collecting students’ opinions on important technical and non-technical skills at a public, 4-year university in the Mid-Atlantic region of the United States are detailed and discussed. Surveys were distributed in the engineering and computer science buildings on campus and were sent via email to students in the College of Engineering. This research aims to investigate the following: (1) what skills do men, women, first-generation, and non-first-generation undergraduate engineering and computer science students find most important to succeed in upper-level coursework? (2) what differences in the importance of various skills exist between men and women? (3) what differences in the importance of various skills exist between first-generation and non-first-generation students? (4) how do men, women, first-generation, and non-first-generation students view the importance of technical versus non-technical skills? Preliminary results show that women find technical skills to be more important than men. Similarly, first-generation students also find technical skills to be more important than non-first-generation students. In addition, first-generation men tend to place more importance on non-technical skills than non-first-generation men. The findings from this work can be used to help the authors’ university and other universities update first-year engineering courses to better address the needs of students of different genders and first-generation status as they progress into their upper-level coursework.
AU  - Carter Hulcher
AU  - Akua B. Oppong-Anane
AU  - Xinyu Zhang
AU  - Lizzie Santiago
AU  - Todd R Hamrick
AU  - Atheer Almasri
CY  - Boston, Massachusetts
DA  - 2024/07/28
PB  - ASEE Conferences
TI  - Full Paper: Gender and First-Generation Status Impacts on the Perceived Importance of Technical and Non-Technical Skills for Upper-Level Undergraduate Engineering and Computer Science Courses
UR  - https://peer.asee.org/48600
DO  - 10.18260/1-2--48600
ER  -