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Teaming Backlash: Reframing Female Engineering Students

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Conference

2000 Annual Conference

Location

St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000

ISSN

2153-5965

Page Count

6

Page Numbers

5.601.1 - 5.601.6

DOI

10.18260/1-2--8762

Permanent URL

https://peer.asee.org/8762

Download Count

121

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Paper Authors

author page

Susan Haag

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1392

Teaming Backlash: Reframing Female Engineering Students Susan G. Haag Arizona State University College of Engineering and Applied Sciences Tempe, AZ 85287-5006

Abstract Current interest in female and minority engineering students is widespread. Colleges of Engineering nationwide have developed complex programs to increase the retention of these underrepresented populations. Reform across subject areas through curricular integration achieves academic success and helps with the retention of engineering students. In an attempt to reform engineering education, seven institutions formed the Foundation Coalition (FC) with support from the National Science Foundation. One method utilized by the FC member schools was to offer integrated freshman programs. Embedded within this curricular reform were student learning outcomes that were established in the FC’s strategic plan and were implemented and measured across selected subject areas. Student learning outcomes were defined by the Foundation Coalition as “the abilities that we must develop, continuously improve and use in order to realize the overall mission and vision of the Coalition.”

The Foundation Coalition (FC) at Arizona State University (ASU) has incorporated strategies into its curriculum to: a) reform engineering curricula, b) aid in freshmen retention, and c) address the needs of and retain students from under represented populations. The student learning outcomes include: 1) improvement of the interactions that affect the educational environment through teaming; 2) utilization of technology-enabled education, 3) integration of subject matter within the curriculum, and 4) the promotion of life long learning. This report focuses on one of the participating member institutions, ASU, and one of the student-learning outcomes, teaming. This paper covers a two-year longitudinal data analysis and focuses primarily on how the teaming learning component impacts female engineering students. More specifically, we reveal specific gender differences and issues and identify teaming practices that are empowering for all students but more specifically provide, allow, and maintain a more equitable learning environment for female students. The presentation will shed light on practical strategies and actions to adopt in order to meet the needs, to ensure the success, and to improve the attitudes and retention of females in engineering.

Background The FC program at ASU is a self-selection program and is publicized through Freshman Orientation as well as in a mailing to entering freshmen who have indicated engineering as their chosen major. At ASU, all FC students were engineering students who are required to take four specific core courses as a package, with no exceptions. These four courses included: Introduction to Engineering Design, Calculus with Analytic Geometry, Physics, and First-Year English Composition.

Haag, S. (2000, June), Teaming Backlash: Reframing Female Engineering Students Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8762

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