The PEER Collaborative: Supporting Engineering Education Research Faculty with Near-peer Mentoring Unconference Workshops (original) (raw)
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The development of a successful, long-term, multidisciplinary research collaboration is not something that happens easily or quickly. Since 2001 the authors have collaborated in research projects related to women in engineering, in both the professional workplace and education contexts. What is unusual about this particular research group is the widely varying discipline backgrounds of the members. The group comprises professors in feminist economics, sociology, education and civil engineering. The collaboration has faced numerous challenges in terms of geography, methodology, availability, finding a common language and understanding, differing practice in the various disciplines with respect to writing for publication and what grants count. This paper identifies four interrelated themes that have emerged from our reflections on our experience of gender-based multidisciplinary research.
Girls Experiencing Engineering: Evolution and Impact of a Single-Gender Outreach Program
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Engineering, is currently involved in several engineering and STEM education projects. She is part of the project team for the NSF funded MemphiSTEP: A STEM Talent Expansion Program (NSF DUE 0756738), where her responsibilities include coordination of the entire project's mentoring activities, including the peer-mentoring, peer-tutoring, and STEM club mini-grant program. She is leading a project focused on service learning within the Civil Engineering curriculum and a project examining links between learning styles and freshman attrition from engineering programs. Dr. Ivey et al. received the 2005 Best Research Paper award from the ASEE Midwest Section, and the 2006 award from ASEE Zone III for the preliminary publication from the learning style project. She teaches courses in transportation engineering and engineering statistics and conducts research in the area of sustainable community development and freight modeling. She is a lead faculty instructor for the Herff College of Engineering's targeted outreach program, Girls Experiencing Engineering, since its inception in 2004, and has also served as program faculty in other coeducational outreach programs. She has experience as a high-school math/science teacher, is the faculty advisor for the UM Institute of Transportation Engineers student chapter, and holds a local office with ASCE.
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The article explores diverse approaches to advancing women in engineering education, a crucial topic given the pervasive gender imbalance in this domain. The review emphasizes the implementation of educational modifications in the field of engineering with the objective of increasing its attractiveness to female students. These modifications include the incorporation of practical applications and interdisciplinary topics, as well as the utilization of active learning methodologies. The present article suggests the potential of the Maker Movement to promote gender equality in engineering education by highlighting its experiential and innovative pedagogical approach. This study emphasizes the importance of cultivating educational environments that are inclusive and supportive, as they are crucial in advancing gender diversity in engineering education. These learning environments promote participation and facilitate success, especially for female students, by fostering a sense of belonging, addressing unconscious bias, and establishing a hospitable physical setting. Additionally, the significance of introducing engineering concepts at an early stage of K-12 education is presented, arguing that this exposure has the potential to spark the interest of female students, challenge existing stereotypes, and influence their career goals. Finally, this mini review highlights the impact that mentorship can have on encouraging women to pursue careers in engineering. The provision of personalized guidance, assistance in navigating challenges, and demonstration of successful behaviors and attitudes by mentors and role models can greatly enhance the pursuit and persistence of women in engineering careers. In summary, this review article provides strategies for advancing women in engineering education, highlighting the need for a multifaceted approach in order to attain a more diverse and inclusive engineering labor force.
Special session: Re-Imagining engineering education: Feminist visions for transforming the field
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The goal of this special session is to explore what engineering education might be like if it were done from a feminist perspective, and how this new vision might influence the profession and society. Feminist perspectives are understood broadly to recognize the connectedness of all forms of social injustice. Thus feminist visions of engineering might address a broad set of concerns such as militarism, racism, and global economic inequality as well as sexism and heterosexism. Outcomes include concrete ideas for future research and institutional transformation, collaboration and mutual support of one another's efforts.
Leadership and Management in Engineering, 2010
Women in Science and Engineering ͑WiSE͒ program at Syracuse University collaborated with the Graduate School and Colleges of Engineering and Computer Science and Arts and Sciences to create a program for women graduate students in science and engineering. This paper provides an overview of available data on women in engineering and of the barriers they encounter. It then discusses the authors' experiences with the WiSE Future Professionals Program ͑WiSE-FPP͒. Assessment data showed that WiSE-FPP provided a strong peer support network for program participants and gave the women an opportunity to engage with other women in STEM going through the same experiences. The peer mentoring offered by the program helped address barriers of isolation and the lack of successful women role models at the graduate level.
2008 ASEE Southeast Section Conference Involvement of Women Engineers at Mercer University
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– The goal of this research was to evaluate the position of students and faculty woman engineers and to report their perception regarding belonging to the community of the School of Engineering at Mercer University. Women currently represent about 23 % of the engineering faculty, which is well above the national average of around 10%; yet out of six departments two have none and two have only one female representative each. Since the 1990s, the national average of female engineering students has been relatively stable and is approximately 20 % of the engineering student population; freshmen enrollment at the Mercer University School of Engineering follows this trend. However, according to ASEE Prism Magazine [1], Mercer University School of Engineering is number three in the United States for awarding the highest percentage of engineering bachelor's degrees to women. This paper consists of statistical analysis of employment and enrollment data and information obtained from inte...
Women Enrolled in Engineering Programs: Their Interests and Goals
2020 ASEE Virtual Annual Conference Content Access Proceedings
His research interest lies in two fields. The first is research focusing on best and effective ways to teaching and learning in STEM K-16. He is currently researching on best practices in learning Dynamics, a sophomore engineering core course. The second research focus of Dr. Mativo is energy harvesting in particular the design and use of flexible thermoelectric generators. His investigation is both for the high-tech and low tech applications. In addition to teaching courses such as energy systems, mechanics, mechatronics, and production, he investigates best ways to expand cutting edge technologies to the workforce.