Elizabeth Litzler - Academia.edu (original) (raw)

Papers by Elizabeth Litzler

Research paper thumbnail of Community Cultural Wealth: An Assets-Based Approach to Persistence of Engineering Students of Color

Journal of Engineering Education, 2015

Research paper thumbnail of Retention Rates and Differences between Leavers and Stayers

... factors attract women to other disciplines, and “push” factors, such as climate issues, deter... more ... factors attract women to other disciplines, and “push” factors, such as climate issues, deter women ... Future research should address one of the findings of Goodman and Cunningham (2002 ... Including transfer-out behavior in retention models: Using the NSC EnrollmentSearch data ...

Research paper thumbnail of The need to balance innovation and implementation in broadening participation

Communications of the Acm, Sep 1, 2012

ABSTRACT Seeking to improve the process for writing and reviewing proposals for new educational p... more ABSTRACT Seeking to improve the process for writing and reviewing proposals for new educational programs.

Research paper thumbnail of Confirmatory Factor Analysis of Transfer Student Adjustment

Community College Journal of Research and Practice, Sep 20, 2013

ABSTRACT Transfer students' adjustment to college has received substantial attention by r... more ABSTRACT Transfer students' adjustment to college has received substantial attention by researchers. This focus has predominately investigated the observation of transfer shock: a decrease in grade point average (GPA) experienced after transferring. In response to the persistent focus on transfer shock, growing attention has been directed toward other indicators of college adjustment suggesting that students who transfer may experience adjustment difficulties in domains other than academics (e.g., social and psychological). In addition, studies indicate that student experience in college differs by gender and race, and there are increased calls to determine the factors that differentiate these groups. However, no studies have validated whether different types of college adjustment are analytically distinct constructs and whether they differ by demographic group. This article uses confirmatory factor analysis to examine the factorial structure and measurement invariance of items from the Laanan-Transfer Student Questionnaire (Laanan 2004), an inventory designed to measure the multiple facets of transfer student adjustment. We use data from 1,079 engineering transfer students from the Project to Assess Climate in Engineering (PACE) survey. The overall findings support the factorial structure of adjustment being divided into academic, social, and psychological dimensions and show that these measures are invariant across sex, race/ethnicity, and transfer institution type. The findings from this study are important for researchers using such constructs in research studies and for developing programs that specifically target the various domains of adjustment.

Research paper thumbnail of 2006-1501: Differences in Climate for Undergraduate and Graduate Women in Engineering: The Effect of Context

Research paper thumbnail of Career Outcomes of Science and Engineering Graduates

In the last decade research on the undergraduate experiences of women and minorities in science, ... more In the last decade research on the undergraduate experiences of women and minorities in science, technology, engineering and mathematics (STEM) has expanded dramatically. Despite this expansion, little is known about post-baccalaureate career outcomes. Student support programs such as Women in Engineering and Women in Science and Engineering (WIE/WISE) and Minority Science and Engineering Program (MSEP), as well as student professional societies and Career Services provide assistance to undergraduates and may facilitate positive career outcomes. To fill the gap in knowledge about career outcomes of STEM graduates, the Center for Workforce Development at the University of Washington has conducted a series of surveys of graduating science and engineering majors (N=826). Results suggest that there are career outcome differences between Career Service users and non-users, student professional society participants and non-participants, and WIE/WISE participants and non-participants. Care...

Research paper thumbnail of Ac 2010-782: Gender and Race/Ethnicity in Engineering: Preliminary Findings From the Project to Assess Climate in Engineering

How do gender and race/ethnicity jointly impact students' perceptions of their experiences, abili... more How do gender and race/ethnicity jointly impact students' perceptions of their experiences, abilities and their risk of attrition? This paper discusses the generalizability of the Project to Assess Climate in Engineering (PACE) findings, respondent demographics and describes some of the preliminary analysis regarding climate, confidence and risk of attrition issues for African Americans, Hispanics, Whites and men and women. Analyses confirm that students across these demographic groups have very different experiences. The findings provide additional evidence for the importance of looking at the intersection of gender and race and for separating racial and ethnic groups in analyses instead of grouping them into one under-represented minority category. The intersection of gender and race showcases the diversity of engineering student experiences and point to ways educators could re-think their programs and practices to improve the student learning environment and retention rates.

Research paper thumbnail of Ac 2007-1172: Five Years Later: The Institutionalization and Sustainability of Advance

Most studies on higher education transformation tend to focus on the factors (e.g. leadership, re... more Most studies on higher education transformation tend to focus on the factors (e.g. leadership, resources, and “culture”), processes (e.g. initiation, implementation, management) and theories (e.g. teleological, social cognition, cultural) of organizational change

Research paper thumbnail of Deciding to stay: The intersection of sex and race/ethnicity

2013 IEEE Frontiers in Education Conference (FIE), 2013

ABSTRACT While much of prior research has focused on understanding the reasons students leave eng... more ABSTRACT While much of prior research has focused on understanding the reasons students leave engineering, and therefore talk to those students who switched out of an engineering major, this study contributes the new perspective of students who seriously considered leaving but ultimately decided to stay in their engineering major. The qualitative analysis suggests that about one-third of students seriously considered leaving engineering but ultimately decided to stay. The reasons students decided to stay in engineering fell into eight main categories, with the most common reasons being the rewards that will come with an engineering degree; enjoyment of engineering; or an aversion to quitting or desire to prove that you can do it. Differences in rationales were discovered between males and females, between different race/ethnicity groups and at the intersection of sex and race/ethnicity.

Research paper thumbnail of Implementing evidence-based practices makes a difference in female undergraduate enrollments

Proceedings of the 43rd ACM technical symposium on Computer Science Education - SIGCSE '12, 2012

While many computing departments may be aware there are "promising" and &qu... more While many computing departments may be aware there are "promising" and "proven" practices for recruiting and retaining female students, there seems to be a drive to try new and novel approaches rather than use what is known, or strongly suspected, to be effective. Developing a diverse student body is a long-term multi-faceted process that includes active recruitment, inclusive pedagogy, meaningful

Research paper thumbnail of Turning Away from Academic Careers: What Does Work-Family Have To Do with It?

NASPA Journal About Women in Higher Education, 2009

This study explores factors in graduate students' decisions to turn away from their acad... more This study explores factors in graduate students' decisions to turn away from their academic career aspirations to determine the role of work-family concerns. An original survey instrument was designed to collect information about individual characteristics, experiences in graduate ...

Research paper thumbnail of Consultants on systemic reform for gender balance

Proceedings of the 41st ACM technical symposium on Computer science education - SIGCSE '10, 2010

Despite concern over gender imbalance in computing, very few undergraduate programs have succeede... more Despite concern over gender imbalance in computing, very few undergraduate programs have succeeded in their efforts to improve women's representation. This panel will describe the process followed and value added by trained consultants providing free customized services to "client" departments seeking to recruit and retain more women students. These professional services are provided at no charge by the National

Research paper thumbnail of Climate for Graduate Students in Science and Engineering Departments

Departmental climate and academic/social integration are key factors influencing the retention an... more Departmental climate and academic/social integration are key factors influencing the retention and advancement of female graduate students (1). Yet little is known about graduate student perceptions relative to department climate or their social and academic experiences in science and engineering graduate programs. Recent studies on graduate education highlight the need for more research in this area (2-4). Administered at a

Research paper thumbnail of Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender

Research in Higher Education, 2014

ABSTRACT It is generally accepted that engineering requires a strong aptitude for mathematics and... more ABSTRACT It is generally accepted that engineering requires a strong aptitude for mathematics and science; therefore, students’ judgments regarding their competence in these areas as well as engineering likely influence their confidence in engineering. Little is known about how self-confidence in science, mathematics, and engineering courses (STEM confidence) varies at the intersection of race/ethnicity and gender. To fill this gap, this study examined the STEM confidence of multiple groups in undergraduate engineering programs. Results indicated that although some underrepresented groups may have lower STEM confidence overall, this finding no longer applies to all groups after controlling for personal, environmental, or behavioral factors. Specifically, African-American and Hispanic men report higher average STEM confidence than White men after controlling for these associated measures. In addition, White women continue to report lower average STEM confidence than White men after controlling for these measures, while other groups do not differ from White men. Further, many elements of student perception, including student views of professors, comparisons to peers, perceptions of the field as rewarding, and desirability of chosen major are positively associated with student STEM confidence. The changing patterns of significance for race/ethnicity and gender groups between the two models indicate that personal, environmental, and behavioral factors have different relationships with STEM confidence levels for different groups. This study contributes an understanding that gender differences in STEM confidence are not indifferent to racial and ethnic context. Social-cognitive theory provides a valuable framework for studying student academic confidence and would improve future self-confidence research.

Research paper thumbnail of Institutional price: $265.00

... FACULTY IN STEM AT THE UNIVERSITY OF WASHINGTON Joyce W. Yen, Kate Quinn, Coleen Carrigan, El... more ... FACULTY IN STEM AT THE UNIVERSITY OF WASHINGTON Joyce W. Yen, Kate Quinn, Coleen Carrigan, Elizabeth Litzler, Eve A ... IN ATTITUDES TOWARD ENGAGING IN LAB AND COURSE WORK IN UNDERGRADUATE ENGINEERING Marina Micari, Pilar Pazos, Mitra JZ ...

Research paper thumbnail of Understanding the Risk of Attrition in Undergraduate Engineering: Results from the Project to Assess Climate in Engineering

Journal of Engineering Education, 2012

ABSTRACT Background Research on student attrition from engineering has focused on a variety of fa... more ABSTRACT Background Research on student attrition from engineering has focused on a variety of factors including demographics, campus climate, interactions with faculty and peers, and learning experiences. It remains unclear, however, whether qualitative differences in risk of attrition response patterns exist among students. Purpose (Hypothesis)The following research questions are the basis for this study: (1) What can be learned about the risk of attrition from engineering by grouping students using a novel method and multiple measures? (2) How are individual characteristics, student experiences, and perceptions related to qualitative differences among students in their risk of attrition? Design/Method Latent class analysis identifies qualitative differences among engineering students on measures of risk of attrition. A variety of covariates predict membership in each class using multinomial logistic regression. ResultsThree latent classes are identified with varying degrees of commitment to degree completion and interest in their engineering major. Individuals who are less confident, experience negative interactions with peers and instructors, and hold negative perceptions of engineering are less likely to be committed to engineering and more likely to be interested in other majors. Student experiences mediate the effects of key individual characteristics. Conclusions Certain types of student experiences are pivotal for a student's commitment to the major and commitment to degree completion. The risk of attrition is sensitive to a combination of student characteristics, experiences, and perceptions. The mediated relationships between risk of attrition and individual characteristics re-iterate the importance of including student experience variables to control for the context of a college.

Research paper thumbnail of Confirmatory Factor Analysis of Transfer Student Adjustment

Community College Journal of Research and Practice, 2013

ABSTRACT Transfer students' adjustment to college has received substantial attention by r... more ABSTRACT Transfer students' adjustment to college has received substantial attention by researchers. This focus has predominately investigated the observation of transfer shock: a decrease in grade point average (GPA) experienced after transferring. In response to the persistent focus on transfer shock, growing attention has been directed toward other indicators of college adjustment suggesting that students who transfer may experience adjustment difficulties in domains other than academics (e.g., social and psychological). In addition, studies indicate that student experience in college differs by gender and race, and there are increased calls to determine the factors that differentiate these groups. However, no studies have validated whether different types of college adjustment are analytically distinct constructs and whether they differ by demographic group. This article uses confirmatory factor analysis to examine the factorial structure and measurement invariance of items from the Laanan-Transfer Student Questionnaire (Laanan 2004), an inventory designed to measure the multiple facets of transfer student adjustment. We use data from 1,079 engineering transfer students from the Project to Assess Climate in Engineering (PACE) survey. The overall findings support the factorial structure of adjustment being divided into academic, social, and psychological dimensions and show that these measures are invariant across sex, race/ethnicity, and transfer institution type. The findings from this study are important for researchers using such constructs in research studies and for developing programs that specifically target the various domains of adjustment.

Research paper thumbnail of Improving gender composition in computing

Communications of the ACM, 2012

Combining academic and industry representation, the NCWIT Pacesetters program works to increase t... more Combining academic and industry representation, the NCWIT Pacesetters program works to increase the participation of girls and women in computing.

Research paper thumbnail of The need to balance innovation and implementation in broadening participation

Communications of the ACM, 2012

ABSTRACT Seeking to improve the process for writing and reviewing proposals for new educational p... more ABSTRACT Seeking to improve the process for writing and reviewing proposals for new educational programs.

Research paper thumbnail of Ac 2007-2030: Mentoring of Graduate Students in Stem: Perceptions and Outcomes

A significant literature points to the importance of mentoring to ensure individuals' professiona... more A significant literature points to the importance of mentoring to ensure individuals' professional success. Although some research indicates that mentoring is critical to ensure the success of graduate students in STEM (Science, Technology, Engineering, and Mathematics) fields, little else is known about mentoring within academic settings. Since 1998, the University of Washington's Center for Workforce Development (CWD) has provided a mentoring program specifically for STEM graduate students. The mentoring program is unique in the amount of data that it collects about the participants in order to better understand the mentoring program's effects on retention and career outcomes. This paper discusses the evaluation and tracking of mentoring program participants and the findings of this assessment. Graduate students report both psychosocial and instrumental benefits from their mentoring relationships. In addition, most program participants complete their intended degree and continue to work in their field of study.

Research paper thumbnail of Community Cultural Wealth: An Assets-Based Approach to Persistence of Engineering Students of Color

Journal of Engineering Education, 2015

Research paper thumbnail of Retention Rates and Differences between Leavers and Stayers

... factors attract women to other disciplines, and “push” factors, such as climate issues, deter... more ... factors attract women to other disciplines, and “push” factors, such as climate issues, deter women ... Future research should address one of the findings of Goodman and Cunningham (2002 ... Including transfer-out behavior in retention models: Using the NSC EnrollmentSearch data ...

Research paper thumbnail of The need to balance innovation and implementation in broadening participation

Communications of the Acm, Sep 1, 2012

ABSTRACT Seeking to improve the process for writing and reviewing proposals for new educational p... more ABSTRACT Seeking to improve the process for writing and reviewing proposals for new educational programs.

Research paper thumbnail of Confirmatory Factor Analysis of Transfer Student Adjustment

Community College Journal of Research and Practice, Sep 20, 2013

ABSTRACT Transfer students' adjustment to college has received substantial attention by r... more ABSTRACT Transfer students' adjustment to college has received substantial attention by researchers. This focus has predominately investigated the observation of transfer shock: a decrease in grade point average (GPA) experienced after transferring. In response to the persistent focus on transfer shock, growing attention has been directed toward other indicators of college adjustment suggesting that students who transfer may experience adjustment difficulties in domains other than academics (e.g., social and psychological). In addition, studies indicate that student experience in college differs by gender and race, and there are increased calls to determine the factors that differentiate these groups. However, no studies have validated whether different types of college adjustment are analytically distinct constructs and whether they differ by demographic group. This article uses confirmatory factor analysis to examine the factorial structure and measurement invariance of items from the Laanan-Transfer Student Questionnaire (Laanan 2004), an inventory designed to measure the multiple facets of transfer student adjustment. We use data from 1,079 engineering transfer students from the Project to Assess Climate in Engineering (PACE) survey. The overall findings support the factorial structure of adjustment being divided into academic, social, and psychological dimensions and show that these measures are invariant across sex, race/ethnicity, and transfer institution type. The findings from this study are important for researchers using such constructs in research studies and for developing programs that specifically target the various domains of adjustment.

Research paper thumbnail of 2006-1501: Differences in Climate for Undergraduate and Graduate Women in Engineering: The Effect of Context

Research paper thumbnail of Career Outcomes of Science and Engineering Graduates

In the last decade research on the undergraduate experiences of women and minorities in science, ... more In the last decade research on the undergraduate experiences of women and minorities in science, technology, engineering and mathematics (STEM) has expanded dramatically. Despite this expansion, little is known about post-baccalaureate career outcomes. Student support programs such as Women in Engineering and Women in Science and Engineering (WIE/WISE) and Minority Science and Engineering Program (MSEP), as well as student professional societies and Career Services provide assistance to undergraduates and may facilitate positive career outcomes. To fill the gap in knowledge about career outcomes of STEM graduates, the Center for Workforce Development at the University of Washington has conducted a series of surveys of graduating science and engineering majors (N=826). Results suggest that there are career outcome differences between Career Service users and non-users, student professional society participants and non-participants, and WIE/WISE participants and non-participants. Care...

Research paper thumbnail of Ac 2010-782: Gender and Race/Ethnicity in Engineering: Preliminary Findings From the Project to Assess Climate in Engineering

How do gender and race/ethnicity jointly impact students' perceptions of their experiences, abili... more How do gender and race/ethnicity jointly impact students' perceptions of their experiences, abilities and their risk of attrition? This paper discusses the generalizability of the Project to Assess Climate in Engineering (PACE) findings, respondent demographics and describes some of the preliminary analysis regarding climate, confidence and risk of attrition issues for African Americans, Hispanics, Whites and men and women. Analyses confirm that students across these demographic groups have very different experiences. The findings provide additional evidence for the importance of looking at the intersection of gender and race and for separating racial and ethnic groups in analyses instead of grouping them into one under-represented minority category. The intersection of gender and race showcases the diversity of engineering student experiences and point to ways educators could re-think their programs and practices to improve the student learning environment and retention rates.

Research paper thumbnail of Ac 2007-1172: Five Years Later: The Institutionalization and Sustainability of Advance

Most studies on higher education transformation tend to focus on the factors (e.g. leadership, re... more Most studies on higher education transformation tend to focus on the factors (e.g. leadership, resources, and “culture”), processes (e.g. initiation, implementation, management) and theories (e.g. teleological, social cognition, cultural) of organizational change

Research paper thumbnail of Deciding to stay: The intersection of sex and race/ethnicity

2013 IEEE Frontiers in Education Conference (FIE), 2013

ABSTRACT While much of prior research has focused on understanding the reasons students leave eng... more ABSTRACT While much of prior research has focused on understanding the reasons students leave engineering, and therefore talk to those students who switched out of an engineering major, this study contributes the new perspective of students who seriously considered leaving but ultimately decided to stay in their engineering major. The qualitative analysis suggests that about one-third of students seriously considered leaving engineering but ultimately decided to stay. The reasons students decided to stay in engineering fell into eight main categories, with the most common reasons being the rewards that will come with an engineering degree; enjoyment of engineering; or an aversion to quitting or desire to prove that you can do it. Differences in rationales were discovered between males and females, between different race/ethnicity groups and at the intersection of sex and race/ethnicity.

Research paper thumbnail of Implementing evidence-based practices makes a difference in female undergraduate enrollments

Proceedings of the 43rd ACM technical symposium on Computer Science Education - SIGCSE '12, 2012

While many computing departments may be aware there are "promising" and &qu... more While many computing departments may be aware there are "promising" and "proven" practices for recruiting and retaining female students, there seems to be a drive to try new and novel approaches rather than use what is known, or strongly suspected, to be effective. Developing a diverse student body is a long-term multi-faceted process that includes active recruitment, inclusive pedagogy, meaningful

Research paper thumbnail of Turning Away from Academic Careers: What Does Work-Family Have To Do with It?

NASPA Journal About Women in Higher Education, 2009

This study explores factors in graduate students' decisions to turn away from their acad... more This study explores factors in graduate students' decisions to turn away from their academic career aspirations to determine the role of work-family concerns. An original survey instrument was designed to collect information about individual characteristics, experiences in graduate ...

Research paper thumbnail of Consultants on systemic reform for gender balance

Proceedings of the 41st ACM technical symposium on Computer science education - SIGCSE '10, 2010

Despite concern over gender imbalance in computing, very few undergraduate programs have succeede... more Despite concern over gender imbalance in computing, very few undergraduate programs have succeeded in their efforts to improve women's representation. This panel will describe the process followed and value added by trained consultants providing free customized services to "client" departments seeking to recruit and retain more women students. These professional services are provided at no charge by the National

Research paper thumbnail of Climate for Graduate Students in Science and Engineering Departments

Departmental climate and academic/social integration are key factors influencing the retention an... more Departmental climate and academic/social integration are key factors influencing the retention and advancement of female graduate students (1). Yet little is known about graduate student perceptions relative to department climate or their social and academic experiences in science and engineering graduate programs. Recent studies on graduate education highlight the need for more research in this area (2-4). Administered at a

Research paper thumbnail of Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender

Research in Higher Education, 2014

ABSTRACT It is generally accepted that engineering requires a strong aptitude for mathematics and... more ABSTRACT It is generally accepted that engineering requires a strong aptitude for mathematics and science; therefore, students’ judgments regarding their competence in these areas as well as engineering likely influence their confidence in engineering. Little is known about how self-confidence in science, mathematics, and engineering courses (STEM confidence) varies at the intersection of race/ethnicity and gender. To fill this gap, this study examined the STEM confidence of multiple groups in undergraduate engineering programs. Results indicated that although some underrepresented groups may have lower STEM confidence overall, this finding no longer applies to all groups after controlling for personal, environmental, or behavioral factors. Specifically, African-American and Hispanic men report higher average STEM confidence than White men after controlling for these associated measures. In addition, White women continue to report lower average STEM confidence than White men after controlling for these measures, while other groups do not differ from White men. Further, many elements of student perception, including student views of professors, comparisons to peers, perceptions of the field as rewarding, and desirability of chosen major are positively associated with student STEM confidence. The changing patterns of significance for race/ethnicity and gender groups between the two models indicate that personal, environmental, and behavioral factors have different relationships with STEM confidence levels for different groups. This study contributes an understanding that gender differences in STEM confidence are not indifferent to racial and ethnic context. Social-cognitive theory provides a valuable framework for studying student academic confidence and would improve future self-confidence research.

Research paper thumbnail of Institutional price: $265.00

... FACULTY IN STEM AT THE UNIVERSITY OF WASHINGTON Joyce W. Yen, Kate Quinn, Coleen Carrigan, El... more ... FACULTY IN STEM AT THE UNIVERSITY OF WASHINGTON Joyce W. Yen, Kate Quinn, Coleen Carrigan, Elizabeth Litzler, Eve A ... IN ATTITUDES TOWARD ENGAGING IN LAB AND COURSE WORK IN UNDERGRADUATE ENGINEERING Marina Micari, Pilar Pazos, Mitra JZ ...

Research paper thumbnail of Understanding the Risk of Attrition in Undergraduate Engineering: Results from the Project to Assess Climate in Engineering

Journal of Engineering Education, 2012

ABSTRACT Background Research on student attrition from engineering has focused on a variety of fa... more ABSTRACT Background Research on student attrition from engineering has focused on a variety of factors including demographics, campus climate, interactions with faculty and peers, and learning experiences. It remains unclear, however, whether qualitative differences in risk of attrition response patterns exist among students. Purpose (Hypothesis)The following research questions are the basis for this study: (1) What can be learned about the risk of attrition from engineering by grouping students using a novel method and multiple measures? (2) How are individual characteristics, student experiences, and perceptions related to qualitative differences among students in their risk of attrition? Design/Method Latent class analysis identifies qualitative differences among engineering students on measures of risk of attrition. A variety of covariates predict membership in each class using multinomial logistic regression. ResultsThree latent classes are identified with varying degrees of commitment to degree completion and interest in their engineering major. Individuals who are less confident, experience negative interactions with peers and instructors, and hold negative perceptions of engineering are less likely to be committed to engineering and more likely to be interested in other majors. Student experiences mediate the effects of key individual characteristics. Conclusions Certain types of student experiences are pivotal for a student's commitment to the major and commitment to degree completion. The risk of attrition is sensitive to a combination of student characteristics, experiences, and perceptions. The mediated relationships between risk of attrition and individual characteristics re-iterate the importance of including student experience variables to control for the context of a college.

Research paper thumbnail of Confirmatory Factor Analysis of Transfer Student Adjustment

Community College Journal of Research and Practice, 2013

ABSTRACT Transfer students' adjustment to college has received substantial attention by r... more ABSTRACT Transfer students' adjustment to college has received substantial attention by researchers. This focus has predominately investigated the observation of transfer shock: a decrease in grade point average (GPA) experienced after transferring. In response to the persistent focus on transfer shock, growing attention has been directed toward other indicators of college adjustment suggesting that students who transfer may experience adjustment difficulties in domains other than academics (e.g., social and psychological). In addition, studies indicate that student experience in college differs by gender and race, and there are increased calls to determine the factors that differentiate these groups. However, no studies have validated whether different types of college adjustment are analytically distinct constructs and whether they differ by demographic group. This article uses confirmatory factor analysis to examine the factorial structure and measurement invariance of items from the Laanan-Transfer Student Questionnaire (Laanan 2004), an inventory designed to measure the multiple facets of transfer student adjustment. We use data from 1,079 engineering transfer students from the Project to Assess Climate in Engineering (PACE) survey. The overall findings support the factorial structure of adjustment being divided into academic, social, and psychological dimensions and show that these measures are invariant across sex, race/ethnicity, and transfer institution type. The findings from this study are important for researchers using such constructs in research studies and for developing programs that specifically target the various domains of adjustment.

Research paper thumbnail of Improving gender composition in computing

Communications of the ACM, 2012

Combining academic and industry representation, the NCWIT Pacesetters program works to increase t... more Combining academic and industry representation, the NCWIT Pacesetters program works to increase the participation of girls and women in computing.

Research paper thumbnail of The need to balance innovation and implementation in broadening participation

Communications of the ACM, 2012

ABSTRACT Seeking to improve the process for writing and reviewing proposals for new educational p... more ABSTRACT Seeking to improve the process for writing and reviewing proposals for new educational programs.

Research paper thumbnail of Ac 2007-2030: Mentoring of Graduate Students in Stem: Perceptions and Outcomes

A significant literature points to the importance of mentoring to ensure individuals' professiona... more A significant literature points to the importance of mentoring to ensure individuals' professional success. Although some research indicates that mentoring is critical to ensure the success of graduate students in STEM (Science, Technology, Engineering, and Mathematics) fields, little else is known about mentoring within academic settings. Since 1998, the University of Washington's Center for Workforce Development (CWD) has provided a mentoring program specifically for STEM graduate students. The mentoring program is unique in the amount of data that it collects about the participants in order to better understand the mentoring program's effects on retention and career outcomes. This paper discusses the evaluation and tracking of mentoring program participants and the findings of this assessment. Graduate students report both psychosocial and instrumental benefits from their mentoring relationships. In addition, most program participants complete their intended degree and continue to work in their field of study.