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Recommendation Report Outline

Supporting Female Engineering Students at the University of Alaska Anchorage by Expanding the Student Society of Women Engineers (SWE) group: a Recommendation Report. Recommendation Report Outline. Introduction Results 2.1 Student success factors 2.2 UAA student opinions

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Recommendation Report Outline

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  1. Supporting Female Engineering Students at the University of Alaska Anchorage by Expanding the Student Society of Women Engineers (SWE) group: a Recommendation Report T. G., Civil Engineering Student April 27, 2013 University of Alaska Anchorage ENGL 212: Technical Writing

  2. Recommendation Report Outline • Introduction • Results 2.1 Student success factors 2.2 UAA student opinions 2.3 Student SWE group status change • Conclusion • Recommendations

  3. 1. Introduction: Too Few Women • In 2009-2010, women earned just 16.8% of bachelor’s degrees in engineering. • Men outnumbered women at a ratio of almost 5 to 1.

  4. 1. Introduction: Purpose of Study Is it feasible to expand the student SWE group at UAA, to increase support for female engineering students? Key criteria: • Does a student SWE group have a positive effect on female students? • Would UAA students be interested? • Is there adequate faculty support, facilities, and funding?

  5. Recommendation Report Outline • Introduction • Results 2.1 Student success factors 2.2 UAA student opinions 2.3 Student SWE group status change • Conclusion • Recommendations

  6. 2.1 Results: Student Success Factors The following contribute to the success of female engineering students: • Support from other students • Faculty interaction • Recognition within science community as a “science person” Student SWE group could provide these opportunities.

  7. 2.2 Results: UAA Student Opinions Online survey of UAA students showed: • Female engineering students need extra encouragement.

  8. 2.2 Results: UAA Student Opinions • Many are not aware of UAA’s student SWE group.

  9. 2.2 Results: UAA Student Opinions • Most would be interested in joining a student SWE group.

  10. 2.3 Results: Student SWE Group Status Change Student SWE group started meeting (became active) after distribution of online survey, and held three events: • Guest speaker: communication • “Women in Engineering” event • Bowling

  11. 2.3 Results: Student SWE Group Status Change The group has had adequate faculty support, meeting space, and funding. • Faculty attended two of three events. • Events held on main campus, University Center, and off-campus. • Food served at events was funded by another student engineering group (IEEE), and a local company (BP).

  12. Recommendation Report Outline • Introduction • Results 2.1 Student success factors 2.2 UAA student opinions 2.3 Student SWE group status change • Conclusion • Recommendations

  13. 3. Conclusion: Yes! • Student SWE group would provide: • Peer support • Faculty interaction • Identity as a “science person” • There is a need and strong interest from students. • SWE group has now become active. It is feasible to expand the Student SWE group at UAA, to provide support for female engineering students.

  14. Recommendation Report Outline • Introduction • Results 2.1 Student success factors 2.2 UAA student opinions 2.3 Student SWE group status change • Conclusion • Recommendations

  15. 4. Recommendations • Kickoff event in fall to welcome new female engineering students • Send out e-mail announcements to all students through School of Engineering

  16. 4. Recommendations • Post more flyers: • Bulletin board in School of Engineering • Walkway between School of Engineering and Student Union • Tables in ANSEP building, Rasmusen Hall, Engineering atrium • Monthly meetings with: • Professional women engineers as guest speakers • Time for informal interaction

  17. References • Amelink, C. T., & Creamer, E. G. (2010). Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career. Journal of Engineering Education, 99(1), 81-92. Retrieved from http://search.proquest.com.proxy.consortiumlibrary.org/docview/217949133?accountid=14473 • Beyond bias and barriers: Fulfilling the potential of women in academic science and engineering. (2007). National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=11741&page=R2 • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. Retrieved from http://onlinelibrary.wiley.com.proxy.consortiumlibrary.org • Hill, C., Corbett, C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: American Association of University Women. Retrieved from American Association of University Women website: http://www.aauw.org • Jones, B. D., Paretti, M.C., Hein, S. F., & Knott, T. W. (2010). An analysis of motivation constructs with first-year engineering students: Relationships among expectancies, values, achievement, and career plans. Journal of Engineering Education, 99(4), 319-336. • Morganson, V. J., Jones, M. P., & Major, D. A. (2010). Understanding women’s underrepresentation in science, technology, engineering and mathematics: The role of social coping. Career Development Quarterly, 59(2), 169-179. • National Academy of Engineering, Committee on Public Understanding of Engineering Messages. (2008). Changing the conversation: Messages for improving public understanding of engineering. Washington, DC: National Academies Press. Retrieved from the National Academies Press website: http://www.nap.edu • National Center for Education Statistics. (2011). Digest of Education Statistics (Table 320). Retrieved from National Center for Education Statistics website: http://nces.ed.gov/programs/digest/d11/tables/dt11_320.asp • National Science Foundation, Division of Science Resources Statistics. (2011). Women, minorities, and persons with disabilities in science and engineering: 2011. Special Report NSF 11-309. Available at http://www.nsf.gov/statistics/wmpd/ • Shane, J., Lopez del Puerto, C., Strong, K., Mauro, K. & Wiley-Jones, R. (2012): Retaining women students in a construction engineering undergraduate program by balancing integration and identity in student communities, International Journal of Construction Education and Research, 8(3), 171-185. • Society of Women Engineers. (2013). Retrieved from Society of Women Engineers website: http://societyofwomenengineers.swe.org/index.php/about-swe#activePanels_0

  18. Questions? Special thanks is given to Professor Krista Soria, who provided instruction and guidance during this feasibility study.

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