Broadening Participation: A Report on a Series of Workshops Aimed at Building Community and Increasing the Number of Women and Minorities in Engineering Design

Fu, Katherine; Reid, Tahira; Terpenny, Janis P.; Thurston, Deborah L.; Vance, Judy M.; Finger, Susan; Wiens, Gloria J.; Kazerounian, Kazem; Allen, Janet K.; Jacobson, Kathy

doi:10.18260/1-2--19269

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Across the United States, universities, corporations, non-profits, and other organizations have implemented countless programs and initiatives to broaden the participation of underrepresented groups in all aspects of the STEM fields and across all education levels [5]- [8]. To this end, SIRI aimed to introduce undergraduate students to the interdisciplinary field of Cyber-Physical Systems (CPS) and to inspire them to pursue graduate studies and work in the field.…”

Section: Introductionmentioning

confidence: 99%

What Difference Does Difference Make? A Case Study of Racial and Ethnic Diversity in a Summer Intensive Research Institute

Peele-Eady,,

Reid

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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In this paper, we draw on the tenets of culturally responsive pedagogy and the communities of practice framework to explore how differences, specifically race, ethnicity, and gender, functioned in a Summer Intensive Research Institute (SIRI). Part of a larger NSF research project, SIRI was designed to increase persistence and diversity in engineering and cyberphysical systems (CPS) education and in the workforce. For eight weeks, two cohorts of students from mostly historically underrepresented and minoritized backgrounds participated in the SIRI program. Data included transcripts of interviews with SIRI participants. Analyses of students' narratives show that race, ethnicity, and gender supported the students' identity formation as engineering and CPS learners. Their experience in the program centered on the quality of the relationships they formed with peers, mentors, and faculty supervisors; high expectations for performance in the program; the alignment of content with their research and career interests; and the varied resources to which students had access and took up as part of their learning. Implications for STEM learning in higher education institutions are also discussed.

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Section: Introductionmentioning

confidence: 99%

What Difference Does Difference Make? A Case Study of Racial and Ethnic Diversity in a Summer Intensive Research Institute

Peele-Eady,,

Reid

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Mary Poppins Was a Very Wise Woman: Insights for Effective Leadership in Academia

Terpenny

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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While progress is modest, the number of women entering leadership positions in academia is rising. Many are watching to see just how women perform and whether they will remain in leadership positions. Several speculate, and rightly so, that to be effective leaders, women cannot completely emulate their male counterparts, but must recognize and utilize their unique perspectives, talents and skills. Women and men are different; surely leadership styles and methods will be varied. In this paper, analogies drawn from insights gleaned from the fictional character Mary Poppins are used to describe a variety of approaches and methods that have been developed and implemented for effective leadership in academia by the author, a woman who is an engineering department chair (head) and director of a large national industry/university cooperative research center. Following an introduction that includes background and motivation, a brief review of the literature on academic leadership and gender differences in leadership is presented. Three primary approaches are then described, including: 1) know your organization, 2) foster collaboration, a sense of team and community, and 3) serve as an example of excellence. Details of several methods and strategies are provided for implementing each of the three primary approaches. These range from specifics for effective meetings that foster engagement and collaboration, to methods that are less familiar in academic settings such as show-and-tell activities at departmental retreats and the use of brainstorming methods that are typically reserved for teaching engineering design that are used instead for problem solving and inclusion in faculty meetings. The dramatic improvements that have resulted are discussed throughout the approach and methods section and with conclusions and include metrics captured in key performance indicators (KPIs), required by the College of Engineering to measure and report organizational performance. For example, in the last 2 ½ years, enrollments have nearly doubled (270 to 450), student retention rates are remarkable (95% for first year students and 90% at six years), research expenditures have doubled, and more. A discussion of antidotal observations associated with indicators of effective leadership such as collegiality and spirit of community is also included. Examples include indicators such as the majority of faculty and staff office doors being open, activity throughout the hallways of the department, visitors and students routinely remarking on the energy and collegiality they observe and can 'feel', and faculty, staff, and students routinely engaging in on-and off-campus activities and social events.

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Broadening Participation: A Report on a Series of Workshops Aimed at Building Community and Increasing the Number of Women and Minorities in Engineering Design

Cited by 2 publications

References 7 publications

What Difference Does Difference Make? A Case Study of Racial and Ethnic Diversity in a Summer Intensive Research Institute

What Difference Does Difference Make? A Case Study of Racial and Ethnic Diversity in a Summer Intensive Research Institute

Mary Poppins Was a Very Wise Woman: Insights for Effective Leadership in Academia

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