Donovan, K., & Kellar, J., & Jensen, P., & West, M., & Kellogg, S. (2022, August), IMPLEMENTING CURRICULAR AND CO-CURRICULAR BEST PRACTICES TO INCREASE AND RETAIN FEMALE ENGINEERS  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41997

\bibitem{asee_peer_41997}
  Donovan, K., \& Kellar, J., \& Jensen, P., \& West, M., \& Kellogg, S. (2022, August), \emph{IMPLEMENTING CURRICULAR AND CO-CURRICULAR BEST PRACTICES TO INCREASE AND RETAIN FEMALE ENGINEERS}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41997

Katrina Donovan, Jon Kellar, Paula Jensen, Michael West, and Stuart Kellogg.  "IMPLEMENTING CURRICULAR AND CO-CURRICULAR BEST PRACTICES TO INCREASE AND RETAIN FEMALE ENGINEERS".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41997 Internet.  17 Apr, 2024

\bibitem{asee_peer_41997}
  Katrina Donovan, Jon Kellar, Paula Jensen, Michael West, and Stuart Kellogg.
  "IMPLEMENTING CURRICULAR AND CO-CURRICULAR BEST PRACTICES TO INCREASE AND RETAIN FEMALE ENGINEERS".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41997 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_41997
author = "Katrina Donovan, Jon Kellar, Paula Jensen, Michael West, and Stuart Kellogg"
title = "IMPLEMENTING CURRICULAR AND CO-CURRICULAR BEST PRACTICES TO INCREASE AND RETAIN FEMALE ENGINEERS"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41997}
number = {10.18260/1-2--41997}
}

TY  - CPAPER
AB  - The Culture and Attitude (C&A) program aims to attract, retain, and graduate more STEM students, especially women in engineering, through scholarships, industry mentors, professional development, and a new curriculum that engages diverse learning styles. Participating departments include metallurgical, industrial, mechanical, mining, and civil engineering.

In addition to scholarship support, the C&A program offers several components to help students gain confidence and build successful professional relationships. There is four critical program elements (i) program mentoring, (ii) professional development, (iii) personal development, and (iv) curriculum modification (based on best practices).

Curricular change is critical as data suggests that incoming engineering students are diverse in their learning styles and strengths, falling among four Herrmann Brain Dominance Instrument (HBDI) quadrants: analytical, experimental, practical, and relational. Conversely, graduating engineers tend to be primarily analytical despite industry demand for greater diversity. This aspect is spurred by research indicating diverse teams produce better results. Therefore, new elements were integrated into selected C&A courses to better engage and retain students in all HBDI quadrants, such as:
•	Experiential workshops
•	Service-learning
•	Kinesthetic "hands-on" activities
•	Group discussion and cooperative learning
•	Brainstorming and visualization
•	Industrial site visits
•	Engineering design case studies
•	Teaming
•	Engineering synthesis and historical perspectives

Results of student typology and self-efficacy assessment about student professional development and curricular changes are also presented.

Keywords: STEM Education, Women in Engineering, NSF S-STEM

AU  - Katrina Donovan
AU  - Jon Kellar
AU  - Paula Jensen
AU  - Michael West
AU  - Stuart Kellogg
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - IMPLEMENTING CURRICULAR AND CO-CURRICULAR BEST PRACTICES TO INCREASE AND RETAIN FEMALE ENGINEERS
UR  - https://peer.asee.org/41997
DO  - 10.18260/1-2--41997
ER  -