Women's Engineering Institute (WEI) at Embry-Riddle Aeronautical University

Shafagh Jafer

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Women in Engineering Division Poster Session
Tagged Division: Women in Engineering
Tagged Topic: Diversity
Page Count: 7
Page Numbers: 26.1745.1 - 26.1745.7
DOI: 10.18260/p.25081
Permanent URL: https://peer.asee.org/25081
Download Count: 468

Paper Authors

biography

Shafagh Jafer Embry-Riddle Aeronautical University

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Dr. Shafagh Jafer is an Assistant Professor of Software Engineering at Embry-Riddle Aeronautical University. She received her Ph.D. in Computer Engineering from Carleton University, Ottawa, in 2011. For the past eight years she has been conducting research on discrete-event modeling and simulation, distributed and parallel simulation, software engineering, and integrated modeling environments. Dr. Jafer has been previously involved in projects dealing with modeling and simulation of natural disasters as well as emergency response to natural fire. She is currently conducting research in disaster engineering, modeling and simulation in aviation, and large-scale NAS (National Airspace System) data analysis.

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Abstract

Women’s Engineering Institute (WEI) at Embry-Riddle UniversityEmbry-Riddle Aeronautical University’s College of Engineering has initiated a Women’sEngineering Institute, which will be a center of excellence on the Daytona Beach Campus torecruit, retain and serve female engineering undergraduate and graduate students. Part of thecollege’s strategic plan, the Women’s Engineering Institute will support the college’s goal toboost female enrollment to a minimum of 20% female students by 2016. Research shows thatoffering networking, mentoring, tutoring and other support activities has the largest impact onretention for all students, but especially females. With this in mind, the institute will serve as ahub for female engineering students to network, socialize and engage in clubs, competitions andprojects. It will become the “go-to” place for female students by offering advising, mentorship,tutoring, counseling and sisterhood opportunities. Participation would also be encouraged in theWomen’s Ambassador Program, which has a team of women students working with theAdmissions Department to provide outreach services and offer guidance and information tofemales exploring an education at Embry-Riddle. Research has shown women in STEM fieldsare better retained when they are involved in academic and professional activities. The institutewill not only support female students through their academic lives, but will also help themrecognize their abilities and nourish their social and intellectual skills. The center will not onlyfocus on recruitment and retention, but also on providing excellent financial and professionaldevelopment opportunities to all female engineering students at Embry-Riddle. A number ofother universities such have already established similar centers of excellence, which have greatlybenefited their female students and faculty members. This paper describes the WEI initiative andprovides the goals, objectives, and activities of the center. The information provided in thisarticle will guide other universities in establishing similar centers to address diversity andminority challenges particularly facing STEM fields and STEM granting colleges.

Citation
Format

Jafer, S. (2015, June), Women's Engineering Institute (WEI) at Embry-Riddle Aeronautical University Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25081

TY  - CPAPER
AB  -        Women’s Engineering Institute (WEI) at Embry-Riddle UniversityEmbry-Riddle Aeronautical University’s College of Engineering has initiated a Women’sEngineering Institute, which will be a center of excellence on the Daytona Beach Campus torecruit, retain and serve female engineering undergraduate and graduate students. Part of thecollege’s strategic plan, the Women’s Engineering Institute will support the college’s goal toboost female enrollment to a minimum of 20% female students by 2016. Research shows thatoffering networking, mentoring, tutoring and other support activities has the largest impact onretention for all students, but especially females. With this in mind, the institute will serve as ahub for female engineering students to network, socialize and engage in clubs, competitions andprojects. It will become the “go-to” place for female students by offering advising, mentorship,tutoring, counseling and sisterhood opportunities. Participation would also be encouraged in theWomen’s Ambassador Program, which has a team of women students working with theAdmissions Department to provide outreach services and offer guidance and information tofemales exploring an education at Embry-Riddle. Research has shown women in STEM fieldsare better retained when they are involved in academic and professional activities. The institutewill not only support female students through their academic lives, but will also help themrecognize their abilities and nourish their social and intellectual skills. The center will not onlyfocus on recruitment and retention, but also on providing excellent financial and professionaldevelopment opportunities to all female engineering students at Embry-Riddle. A number ofother universities such have already established similar centers of excellence, which have greatlybenefited their female students and faculty members. This paper describes the WEI initiative andprovides the goals, objectives, and activities of the center. The information provided in thisarticle will guide other universities in establishing similar centers to address diversity andminority challenges particularly facing STEM fields and STEM granting colleges.
AU  - Shafagh Jafer
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Women's Engineering Institute (WEI) at Embry-Riddle Aeronautical University
UR  - https://peer.asee.org/25081
DO  - 10.18260/p.25081
ER  -