Women in Engineering ProActive Network最新文献

{"title":"University & Community Partnerships: Growing the Numbers of Underrepresented Students in the STEM Pipeline","authors":"Karla O. Korpela, S. N. Suryanarayana, Christine J. Anderson","doi":"10.18260/1-2--4045","DOIUrl":"https://doi.org/10.18260/1-2--4045","url":null,"abstract":"Increasing student interest in science, technology, engineering and mathematics (STEM) careers is a national issue that continues to challenge educators to produce a workforce strong in scientific and technical capabilities. As the demand for technical talent continues to grow, underrepresented groups must become an integral part of this workforce. Precollege STEM programs specifically targeted at women and minorities are invaluable tools in creating a pipeline to higher education. Coupled with additional access, mentoring, and retention programs, these programs increase the diversity of the pool of future scientific and technical workers. Focusing on students entering the pipeline, Michigan Technological University’s extensive precollege programs (Youth Programs) have the strength of a 35 year history. The primary goals of the programs are to increase students knowledge and awareness of career options and to encourage students to become academically prepared for higher education. The core experience is a one-week residential precollege program on Michigan Tech’s campus. Programs such as Women in Engineering and the College Access Program, are designed to attract students who are traditionally underrepresented students to STEM fields through hands-on, experiential education. The most recent longitudinal survey of Michigan Tech’s precollege programs (seven years of program participants) shows that past participants ranked program educational content as the number one factor which impacted decisions about higher education, followed closely by career information and a “comfort” factor—helping the students to be comfortable with college and career decisions. In addition, the survey found that over 70% of past participants who responded indicated that the programs increased their interest in pursuing careers in STEM fields. When the data was analyzed by participant ethnicity, the “comfort” factor ranked above all other factors in importance for those students traditionally underrepresented in STEM fields. With these programs focusing on students in the pipeline, there is a campus-wide effort to increase the awareness of the value of a diverse campus and to create an environment where all students feel comfortable. Michigan Tech’s Office of the President (Special Assistant to the President for Institutional Diversity) leads this effort, assisted by the Educational Opportunity Department. Michigan Tech has an extensive group of partners and supporters with closely aligned goals: to increase the number of students in the STEM pipeline and to create an inclusive environment at the University. These partners include schools, corporations, organizations, and local,","PeriodicalId":260757,"journal":{"name":"Women in Engineering ProActive Network","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116882978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diversity in Engineering","authors":"William Wolf","doi":"10.17226/10377","DOIUrl":"https://doi.org/10.17226/10377","url":null,"abstract":"","PeriodicalId":260757,"journal":{"name":"Women in Engineering ProActive Network","volume":"06 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133620901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fast Track to Achievement: Promoting Achievement Behaviors in Engineering Freshmen","authors":"Grace E. Mack, J. Wheatland, Bryant D. Henson","doi":"10.18260/1-2--8380","DOIUrl":"https://doi.org/10.18260/1-2--8380","url":null,"abstract":"In making the transition from high school to college, engineering freshmen can benefit from guidance by upperclassmen on how to meet the challenges of engineering and how to negotiate the college environment. Upperclassmen can focus freshmen on behaviors and attitudes that promote achievement and motivate freshmen toward success in engineering; lead by example to encourage freshmen to stay linked to the engineering community; and serve as successful role models for some freshmen who may lack confidence and who may perceive engineering as difficult and unattainable. Freshmen can relate better to upperclassmen who are their peers and who more recently have experienced what it takes to “make it in engineering.” Upperclassmen, particularly those with a proven track record of academic achievement and leadership, are more credible sources and powerful role models for engineering freshmen. This assumption formed the basis for development of a pilot freshman retention program, “Fast Track to Achievement.” The primary strategy of this program is to engage teams of upperclassmen in dialogue with groups of freshmen in a series of workshops focusing on three themes —“Mastering Mathematics,” “Making It in Engineering,” and “Planning to Graduate.” The goal of the program is to expose the greatest number of freshmen to successful engineering undergraduates who can speak from experience on how to adjust to the rigors of the engineering curriculum, earn the best grades, and make the freshman year a good foundation for achievement in engineering.","PeriodicalId":260757,"journal":{"name":"Women in Engineering ProActive Network","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126239647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affirmative Action And The Impact On Minority Engineering Programs","authors":"R. Willis","doi":"10.18260/1-2--6414","DOIUrl":"https://doi.org/10.18260/1-2--6414","url":null,"abstract":"Many educational institutions have developed special programs to deal with the underrepresentation of minorities and females on their college campuses. This has involved special admission policies, financial aide, additional support for students, recruitment of faculty, and special minority programs. As the political, social and economic climate has changed, there have been those who seek to take advantage of the controversy surrounding affirmative action and diversity. It has been said by some that you can’t solve discrimination against minorities by discriminating against nonminorities. Others have stated that institutional and personal discrimination continue and if affirmative action is eliminated then it will have a negative effect on a diverse student body and faculty. Proposition 209 has passed in California, but has been prevented from being implemented by a federal judge. The California University system recently stated that it will continue to use race and ethnic background as a factor in admissions, at least until it is resolved at the supreme court level. Other states are taking a variety of approaches, some have eliminated race based admission policies and race based scholarships, others are reviewing all programs that utilize race as a factor. At the federal level, the Clinton Administration has indicated they will support the department of Justice fight against Prop 209. Charles Canady (R-Fla) has indicated that he will reintroduce a bill to repeal affirmative action at the federal level. In this climate there are those of us who implement, direct, supervise, manage, affirmative action initiatives and programs. What impact will the attacks on affirmative action have on the minority engineering programs? In states where minority programs get public funding support there will be an increased effort to eliminate this funding. There will be efforts to dismantle or revise programs for minorities. Studies will be conducted to show the positive impact affirmative action has had P ge 258.1 2 on eliminating discriminatory practices. Coalitions will be developed and strengthened to combat the misinformation about affirmative action perpetrated by the media, and conservatives. When you mention affirmative action, strong reactions are evoked in many people. It has been attacked and supported depending on if one is a recipient, provider or a person who perceives he wasn’t admitted to a club, university or job because of it. There is a lot of misinformation about affirmative action in part because of how it is portrayed in the media. At a recent awards ceremony, Elijah Cummings, a representative from the Seventh Congressional District in Maryland charged the EEO and affirmative action participants to get the accurate word on affirmative action out. AFFIRMATIVE ACTION DEFINED Affirmative action is specific programs and activities undertaken by public and private sector organizations and other covered businesses and institutions which are designed","PeriodicalId":260757,"journal":{"name":"Women in Engineering ProActive Network","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130605237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}