June 24, 2017
June 24, 2017
June 28, 2017
Women in Engineering
According to the National Science Foundation, National Center for Science and Engineering Statistics (NSF, NCSES, 2015), women represent 50.2% of the US Resident population, represent 12.9% of the Engineering workforce, and represent 24.7% of the mathematics and CS work force. The percentage of employed females in science and engineering is 47.6% and includes full-time, part-time, and post doc employment between the ages of 16-75 (NSF, NCSES, 2015). A 2015 US News and World Report article notes that despite a national focus supported by federal government funding to encourage women and minorities to study science, technology, engineering and math (STEM) programs, the STEM workforce no more diverse than it was in 2001. Despite these statistics and the national focus on diversity, work to improve diversity of faculty in institutions of higher learning, particularly in STEM, is questioned. As such, this paper will use Lowman’s 2-D Model of Effective Teaching to justify the need for diversity and inclusion of faculty in STEM higher education classrooms. Interpersonal rapport is one dimension within Lowman’s 2-D Model and is defined as the instructors care and concern for the student as a learner. Thus to help a student learn in the classroom, the faculty must know and understand their students. Therefore diversity of thought is needed by faculty of STEM programs, which can be supported by a more diverse faculty population. The paper will conclude with tips to build interpersonal rapport with students, creating a more inclusive classroom.
Morse, A. N., & Millerick, K., & Tindle, K. J., & Cremeans, L., & Jones, S. J. (2017, June), Lowman’s 2D Model of Effective College Teaching: Justifying the Need for Faculty Diversity Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28635
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