Gender differences in freshman engineering students' identification with engineering

Pierrakos, Olga; Beam, Thi Kay; Watson, Heather; Thompson, Erin; Anderson, Robin

doi:10.1109/fie.2010.5673666

Cited by 20 publications

(16 citation statements)

References 5 publications

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“…Studies indicate that gender disparities in representation within engineering may be related to differences in self-efficacy (e.g., Marra, Rodgers, Shen, & Bogue, 2009), interest (e.g., Inda, Rodriguez, & Pena, 2013), levels of exposure to engineering before college (Pierrakos, Beam, Watson, Thompson, & Anderson, 2010), and peer or student-faculty relationships (Amelink & Creamer, 2010). Curricular emphasis was the most distinguishing factor related to engineering major choice between genders in Zafar's (2009) single-institution study, a result similarly produced in a study by Knight et al (2012) conducted across multiple engineering programs and institutions.…”

Section: Introductionmentioning

confidence: 99%

Gender Differences in Learning Outcomes from the College Experiences of Engineering Students

Knight

2016

J. Eng. Educ.

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This study aims to examine differences in learning outcomes between students who are learning with a variety of strategies to implement the rotation models. This study uses a 1 x 3 factorial design. The subject of this study is students of Geography education, State University of Surabaya. The research subject is student class of 2015 consists of classes A (32 students) applies the rotation model 1 (group work-e-learning-lectures), class B (31 students) applies the rotation model 2 (e-learning-lectures-group work), class C (32 students) applies the rotation model 3 (lecture-group work-e-learning). Learning outcomes data collected by the achievement test in narrative form. The collected data were statistically processed using the techniques of analysis of variance (one-way ANOVA) using a significance level of 0.05. The results showed there were significant differences in learning outcomes between the student's group who apply strategies variety of the rotation model (F = 14.150; p = 0.000). Results of average calculation of model rotation 1 (mean:88) is better than rotation model 2 (mean:83) and rotation model 3 (mean 76).

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Section: Introductionmentioning

confidence: 99%

Gender Differences in Learning Outcomes from the College Experiences of Engineering Students

Knight

2016

J. Eng. Educ.

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“…Additional details on specific themes and trends uncovered using the online survey are presented in [14].…”

Section: Research Resultsmentioning

confidence: 99%

“…The interviews used a semi-structured protocol, and the online survey was developed to facilitate triangulation with the interview data. The questions posed in these interactions were designed to examine students' influences and appeal in choosing engineering as a major, knowledge and perception of the field of engineering, level of preparedness for engineering studies, and sense of belonging within engineering [12], [14]. The methods employed for investigations on problem-based learning included focus groups with a total of 37 students (5 female, 32 male) who were enrolled in the first offering of the Introduction to Engineering course in the spring semester 2009.…”

Section: Research Overviewmentioning

confidence: 99%

Research to practice: Using research findings to inform the first-year engineering experience

Watson

Pierrakos

Newbold

2010

2010 IEEE Frontiers in Education Conference (FIE)

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Meaningful experiences in the first year of an engineering curriculum are known to motivate students and help student retention in engineering. On-going research in the School of Engineering is aimed at understanding the formation of an engineering identity in students, as well as classifying and assessing problembased learning practices embodied throughout the curriculum. Investigations were conducted with the inaugural freshman engineering class using interviews, surveys, and focus groups. Analyses of the collected data provided beneficial insight into students' formative exposure to engineering, attitudes toward engineering, and learning experiences with the Introduction to Engineering course. Key findings from this data were then used to implement enhancements to the freshman engineering experience for our students. This paper describes how results of these research activities have been incorporated into practices within the engineering program. More specifically, how the findings were used to incorporate a focus on the profession in the Introduction to Engineering course, guide the creation of a new engineering seminar course, and supplement the freshman advising process. The types of changes implemented herein are relevant to introductory freshman engineering courses nationwide and across specific disciplines.

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“…Prior work has established that many activities related to the professional aspects of engineering positively impact engineering-related outcomes; those activities include building things, taking things apart, programing, playing computer games, or just being interested in how things work (Pierrakos, Beam, Watson, Thompson, & Anderson, 2010). For example, some of these activities (including playing games like Tetris) are particularly helpful in the development of 3-D spatial skills, which are important for engineers (Cherney, 2008;Sorby, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

A Measure of Affect toward Key Elements of Engineering Professional Practice

Patrick

Choe

Martins

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Gender differences in freshman engineering students' identification with engineering

Cited by 20 publications

References 5 publications

Gender Differences in Learning Outcomes from the College Experiences of Engineering Students

Gender Differences in Learning Outcomes from the College Experiences of Engineering Students

Research to practice: Using research findings to inform the first-year engineering experience

A Measure of Affect toward Key Elements of Engineering Professional Practice

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