Probing Correlations Between Undergraduate Engineering Programs’ Customizability and Gender Diversity (original) (raw)

Girls Experiencing Engineering: Evolution and Impact of a Single-Gender Outreach Program

2020

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.

The Role of Gender in Pre-college Students' Perceptions of Engineering

2017 ASEE Annual Conference & Exposition Proceedings

Avneet is a Ph.D. Candidate in the School of Engineering Education at Purdue University. Her research interests include K-12 education and first year engineering in the light of the engineering design process, and inclusion of digital fabrication labs into classrooms. Her current work at the FACE lab is on the use of classroom Makerspaces for an interest-based framework of engineering design. She is also interested in cross-cultural work in engineering education to promote access and equity. She is an aerospace engineer, and is the present Vice President (Educational Content) of the Student Platform for Engineering Education Development (SPEED).

“She’s More Like a Guy”: The Legacy of Gender Inequity Passed on to Undergraduate Engineering Students

2021 ASEE Virtual Annual Conference Content Access Proceedings

She holds a BS in Electrical Engineering, an MS in Computer Science and a PhD in Curriculum, Instruction and the Science of Learning. Utilizing her educational background, her teaching specialty is digital and embedded system design and her research areas include engineering education culture, equity in engineering education and increasing diversity in STEM through transformation of traditional teaching methods. Dr. Randy Yerrick, Fresno State University Randy Yerrick is Dean of the Kremen School for Education and Human Development at Fresno State University. He has also served as Professor of Science Education at SUNY Buffalo where he Associate Dean and Science Education Professor for the Graduate School of Education. Dr. Yerrick maintains an active research agenda focusing on two central questions: 1) How do scientific norms of discourse get enacted in classrooms and 2) To what extend can historical barriers to STEM learning be traversed for underrepresented students through expert teaching practices? For his efforts in examining science for the under-served, Dr. Yerrick has received numerous research and teaching awards including the Journal of Research in Science Teaching Outstanding Research Paper Award, Journal of Engineering Education

Teaching and learning in an era of equality: an engineering program for middle school girls

Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change, 1997

The Women in Applied Science and Engineering (WISE) Program at Arizona State University was founded to improve the retention and recruitment of women in the College of Engineering and Applied Sciences (CEAS). In the summer of 1996, WISE obtained a grant from the City of Tempe to develop an engineering program targeted at middle school girls to expose them to and to interest them in engineering. This program, WISE TEAMS (Teaming Engineering Advocates with Middle School Students), was a two-day commuter program consisting of hands-on engineering activities, career information, and team building exercises.

Bridging the Gender Gap in the Field of Engineering

2018

Key Terms: women, engineering, undergraduate, representation, recruitment Despite efforts to increase female representation in STEM careers, the engineering field has struggled to recruit more women. While women make up half of the undergraduate population, only twenty percent of undergraduate engineering students are female (Yoder, 2017). In this paper, I explore aspects throughout women’s education and career that inhibit and discourage them from pursuing engineering. I examine factors in high schools, universities, and the industry that directly or indirectly affect women’s interest in STEM subjects. I researched the role of policies in enforcing this underrepresentation and how mentors and people in leadership positions can bridge the gap. I also focus on any societal and career expectations that make it difficult for women in these careers. I examine initiatives that have already been taken to increase female representation within engineering and then analyze how they have been...

Implementing Institutional Change To Increase Engineering Diversity

2004 Annual Conference Proceedings

The barriers to gender equity in engineering are daunting in an environment where boys and girls only 9 years old have internalized gender stereotypes that dictate that physical-science and technology are for boys and that life science is for girls. In a world where minorities are projected to make up more than 40% of new workforce entrants by 2008, it is unacceptable that white high school students are four times more likely than African American students to take pre-calculus or calculus. The reality is that girls graduate high school with skills and knowledge comparable to boys, but are far less likely than boys to pursue engineering. In contrast, while comparably few minorities graduate high school with the skills and knowledge necessary to successfully enter engineering studies, they do so in numbers representative of their participation in college education as a whole, but are far less likely than whites to graduate.

Ac 2007-1410: Gender Across Engineering Majors

Certain engineering majors attract more women than others, and this seems to be fairly universal. Bio-engineering, biomedical engineering, chemical engineering, civil/environmental engineering lead in the proportion of women enrolling and persisting, while mechanical and electrical and computer engineering have the lowest proportions. Engineering programs that have increased their proportion of women usually incorporate more of the former specializations, or have added in a new program of this kind. Little research has been done comparing differences between the women in these different kinds of majors. This paper contributes to filling this gap by addressing how the women in majors that are more commonly attracting women differ from women in majors with proportionately fewer women. The paper draws on data aggregated from surveys collected during the last six years from engineering students at Rowan University. It compares women in mechanical and electrical/computer engineering, to women in chemical and civil/environmental engineering, where the proportions of women are larger. Students are compared in terms of their academic and family backgrounds, whether they come in with different orientations to engineering (including engineering self-confidence and expectations from the engineering degree), and whether they exhibit different levels or types of satisfaction with the engineering major. Five hypotheses are offered; most of them are not supported by the data. Background differences, differences in general academic and math/science self-confidence, attributions of success, and expectations about the engineering degree do not result in the expected differences. Women do differ with respect to engineering self-confidence. Results are also compared to men in the respective majors.