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The following is a list of all publications generated by the Foundation Coalition, listed by author. These documents require the use of the Adobe Acrobat software in order to view their contents.

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

A

1995

  • Watson, K.L., Anderson-Rowland, M.R., 1995, “Interfaces Between the Foundation Coalition Integrated Curriculum and Programs for Honors, Minority, Women, and Transfer Students,” Proceedings of the Frontiers in Education Conference.

    Abstract: The Foundation Coalition includes seven institutions: Arizona State University, Maricopa Community College District, Rose-Hulman Institute of Technology, Texas A&M University, Texas A&M University-Kingsville, Texas Woman's University, and the University of Alabama. All of these institutions are in the process of developing an engineering curriculum that incorporates the integration of courses, the utilization of active and cooperative learning in the classroom, and the use of technology in the classroom to enhance the level and sophistication of content and problems approached. During the 1994-1995 academic year all of these institutions piloted a freshman curriculum that involved various levels of integration of the courses that students take. Typically, this involved the integration of Physics, Calculus, English, Engineering Design Graphics, Chemistry, and Engineering Problem Solving over both semesters of the freshman year. In addition the students took Humanities or Social Science electives. One of the goals of this Coalition is to increase the enrollment and support of women and underrepresented minorities.this paper describes several conflicts which the integrated approach created for students in special programs in the College of Engineering, such as those for Honors, Minority, Women, and Transfer students. Most of these programs have existed for many years in the College, and have activities with proven records for enhancing the educational experience and retention in Engineering. These conflicts are described and some of the initial strategies for resolving the conflicts are presented, as well as plans for assuring that these programs work together effectively as the integrated program expands and becomes institutionalized. Resolving these conflicts is a challenge the integrated curriculum must meet in order to be effective for a large number of students at a public institution.

1996

  • Anderson-Rowland, M.R., 1996, “A First Year Engineering Survey to Assist Recruitment and Retention,” Proceedings of the Frontiers in Education Conference.

    Abstract: In recent years the recruitment and retention of engineering students, especially underrepresented minorities and women, have received increased attention in the United States. Underrepresented minorities and women are the largest untapped resources available to help maintain and/or increase engineering enrollments and to ensure a diverse engineering working force. In order to understand better and to serve their first-year students in the School of Engineering, a survey is administered to these students each semester at Arizona State University (ASU). In addition to basic demographics, the survey asks for information on when and why students chose to study engineering at ASU, what recruitment events they attended and which were most effective, how many contacts the students had with ASU, how many hours per week they work, and predictions of success in graduating from ASU with an engineering degree.

    The data is analyzed to give direction for more successful recruitment and retention efforts, including advisement about course and work loads. The results are further analyzed to determine if recruitment efforts have differential success when the target population is men, women, underrepresented minorities, students who considered another university, local residents, traditional-age, or community college transfer students. The results of this analysis are being used to guide recruitment and retention efforts of our engineering students, especially women and underrepresented minorities. While not exhaustive, this paper contains a discussion on several of the survey items. The survey, although developed for ASU, can be customized for any individual institution.

  • McCartney, M.A., Anderson-Rowland, M.R., 1996, “Building a Pipeline of Future College Engineering Students,” Proceedings of the Frontiers in Education Conference.

    Abstract: As part of Arizona State University's (ASU) K- 12 outreach effort to increase the number of qualified minority students entering the College of Engineering and Applied Sciences (CEAS), the Office of Minority Engineering Programs (OMEP) has developed a collaborative effort with engineering faculty to expose high school students interested in math and science to the excitement of an engineering discipline.

    Underrepresented minority students and their teachers from eight high schools that participate in the Mathematics, Engineering, Science Achievement (MESA) Program, supported through OMEP, were invited to participate in a "willing worker" engineering assembly project in the ECE 100: Introduction to Engineering Design class. Their teachers who participated were MESA Program advisors. In Spring 95, forty enthusiastic high school students joined college students to get a first hand look at "life as an ASU engineering student." The comments from all parties involved were so positive that Dr. Barry McNeill, Assistant Professor of Mechanical and Aerospace Engineering, invited 110 students to the classroom in the Fall of 1995.

    Throughout the semester, the college engineering teams studied various consumer products. The study required that the products be taken apart. As the final phase of the project, the high school "willing workers" were to reassemble the products using assembly instructions created by the engineering teams. If specifications were well developed, the products were reassembled and operative. If specifications were not adequate, university students had an opportunity to assess weak points in their plans.

    Overall, the program provided a win-win situation for both university and high school programs. As a result of the experience, several students have inquired about application to ASU. High school teachers had an opportunity to discuss curriculum strategies with faculty which they hope to implement in their future math, science and English classes.

  • Anderson, C., Bryan, K., Froyd, J.E., Hatten, D., Kiaer, L., Moore, N., Mueller, M., Mottel, E., Wagner, J., 1996, “Competency Matrix Assessment in an Integrated, First-Year Curriculum in Science, Engineering, and Mathematics,” Proceedings of the Frontiers in Education Conference.

    Abstract: The Integrated, First-Year Curriculum in Science, Engineering, and Mathematics (IFYCSEM) at Rose-Hulman Institute of Technology integrates topics in calculus, mechanics, statics, electricity and magnetism, computer science, general chemistry, engineering design, and engineering graphics into a three course, twelve-credit-per-quarter sequence. In 1995-96, faculty teaching IFYCSEM unanimously agreed to move toward a competency matrix assessment approach advocated by Lynn Bellamy at Arizona State University. Using a competency matrix, faculty establish a two-dimensional grid. Along the vertical dimension of the grid, faculty list the topics and techniques with which they believe students should become facile. Along the horizontal dimension are the levels of learning according to Bloom's taxonomy: knowledge, comprehension, application, analysis, synthesis, evaluation. For each topic in the vertical dimension faculty establish the desired level of learning associated with a grade: A, B, or C. For each quarter in 1995-96, the resulting matrix contained about 500-600 elements or blocks. When a student has demonstrated a level of learning for a particular topic, the student marks the block as earned and enters in the competency matrix a reference to his/her portfolio showing where the supporting document may be found. Students maintain their own portfolios and competency matrices and at the end of each quarter students submit their competency matrix along with a portfolio as documentation. Faculty assign a grade based on the competency matrix.

    We present detailed descriptions of the rationale and process. Next, we discuss advantages and disadvantages, including feedback from both faculty and students. Finally, we discuss possible improvements for future implementation.

  • Kagan, A., Richards, T., Adu-Asamoah, R., 1996, “Multimediated Curricular Development Applications,” Proceedings of the Frontiers in Education Conference.

    Abstract: This study approaches the issue of integrated system and management applications within the engineering curriculum using Multimediated technologies for classroom delivery. Three components of the technology are used in this approach: 1) Client/server systems are used to build information literacy across the engineering curriculum, 2) Multimediated applications and examples including the use of the Internet for functional management related topics within the systems curriculum are developed, and 3) Expanded use of rapid data retrieval applications for image storage and graphical application development are implemented.

  • Blaisdell, S., Middleton, A., Anderson-Rowland, M.R., 1996, “Re-engineering Engineering Education to Retain Women,” Proceedings of the Frontiers in Education Conference.

    Abstract: In order to maintain and increase enrollment in engineering, engineering must, not only include, but actively recruit, women. However, engineering programs cannot stop there. Research indicates that more students leave than graduate with an engineering degree, and women are more likely to switch out of engineering than men.

    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). Toward that end, the WISE Program has developed a systematic approach to retain women in CEAS. These programs are discussed in detail. The climate survey, which was conducted to determine students' needs, and upon which many of the programs were derived, is discussed. Pre and post retention figures, and other assessment information, are presented.

  • Adams, S., Watson, K.L., Malave, C.O., 1996, “The Foundation Coalition at Texas A&M University: Utilizing TQM and OD to Manage Curricula Change,” Proceedings of the Frontiers in Education Conference.

    Abstract: The Foundation Coalition is developing and implementing significant changes in how first and second year college engineering, mathematics, science and English courses are taught. These efforts incorporate strategies which have been explored at many institutions, such as: integrating content across course boundaries, delivering instruction in active and cooperative environments, and utilizing technology more effectively as a teaching tool.

    In the early 1980’s U.S. Industrial Forces realized that in order to maintain, and in some cases regain, a competitive edge in the marketplace, changes would have to be made in the way business was conducted. A number of companies introduced these changes through the principles of Total Quality Management (TQM).

    TQM is an approach to improve broad-based quality processes in an organization by total customer focus and continuous process improvement. Some would argue that while TQM has been beneficial in improving quality and increasing productivity, it has not been as effective in facilitating changes in individual philosophies or major corporate philosophies. Therefore, many academic institutions have developed a level of frustration in attempting to depend on TQM as the sole tool for driving broad changes.

    Organizational Development (OD) is another strategy used by industries in transition. It is focused on changing the climate and culture of an organization. OD places strong emphasis on team development through collaborative problem solving, openness in expressing emotional as well as task oriented needs, developing a tolerance for conflict, and asks that individuals conduct periodic self-assessment.

    This paper examines the fundamentals of TQM and OD and compare similarities and differences of each principle. TQM principles are particularly useful in assessing the effectiveness of curriculum innovation at a research university. OD principles are important in facilitating paradigm shifts in the attitudes of faculty, staff and students from a traditional curriculum to an innovative integrated curriculum.

1997

  • McCartney, M.A., Reyes, M.A., Anderson-Rowland, M.R., 1997, “Internal and External Challenges for Minority Engineering Programs,” Proceedings of the ASEE Annual Conference.

    Abstract: The Office of Minority Engineering Programs (OMEP) in the College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU) is a growing support system for underrepresented minority students and others. Nearly 500, approximately 14%, of the undergraduate students in the CEAS are underrepresented minorities (African Americans, Hispanics, and Native Americans). During the Fall 1995 semester, the OMEP served over 300 students, including 13.5% non-minority. The OMEP is composed of a Director, Minority Engineering Program (MEP) Coordinator, Mathematics, Engineering, Science Achievement (MESA) Program Coordinator, an Administrative Assistant, a half-time graduate assistant, and two undergraduate part-time students, as well as student tutors and MESA liaisons. The OMEP reports to and is strongly supported by the CEAS Associate Dean of Student Affairs and Special Programs.

    None the less, there are internal challenges for the survival of the OMEP. The MEP, along with the Women in Applied Science and Engineering (WISE) Program, has been asked by the University for an accounting of its program and whom they serve. The OMEP budget is continually reviewed to “prove” that the program is making a difference. Not all are convinced that colleges should be funding K-12 educational support programs such as MESA. The Arizona Board of Regents (ABOR) has proposed eliminating scholarship funding for minority students. The ABOR has also discussed the necessity for and legality of diversity programs during public hearings over the past two years.

    The external challenges for the survival of the MEP come primarily from the national review of affirmative action policies associated with presumed preferential treatment of minority students. Perceptions that a great amount of resources are designated to only a few selective students needs close review if minority support programs are to survive. Since the CEAS works very closely with industry, the OMEP must keep pace with the changing work force needs of the future if we are to remain a competitive resource for strengthening the economy.

    ASU is making progress towards increasing diversity and quality through campus wide efforts that are based on twenty recommendations made by a 1994 task force. ASU recognizes that campus diversity is needed for an educated citizenry and for international competitiveness. ASU is dedicated to developing and to supporting additional programs to improve student preparation for university success. ASU recognizes that any such programs must be outcome based and have commitment from top management. The OMEP model strongly aligns with the diversity objectives and strategies of the university.

    This paper discusses how the OMEP at ASU is answering the internal and external challenges through an expansion of their services to make a positive impact.

  • Ackerman, C.M., Willson, V.L., 1997, “Learning Styles and Student Achievement in the Texas A&M Freshman Foundation Coalition Program,” Southwest Educational Research Association Annual Meeting, Austin, TX.
  • Blaisdell, S., Dozier, R.J., Anderson-Rowland, M.R., 1997, “Teaching and learning in an Era of Equality: An Engineering Program for Middle School Girls,” Proceedings of the Frontiers in Education Conference.

    Abstract: 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. Among the thirty-eight participants for TEAMS, there were twelve underrepresented minorities. The content of the program is presented in this paper.

  • Reyes, M.A., McCartney, M.A., Anderson-Rowland, M.R., 1997, “Transferring the Knowledge in a Bridge Program: Engineering Students Become Coaches,” Proceedings of the ASEE Annual Conference.

    Abstract: A unique, very successful summer bridge program was held for incoming underrepresented minority freshman and transfer engineering students at Arizona State University (ASU) during the summer of 1996. The Minority Engineering Program (MEP) Summer Bridge Program was a two week residential program designed to ensure academic success for the 44 student participants. The program was supported by a grant from the Coalition to Increase Minority Degrees and ASU’s College of Engineering and Applied Sciences (CEAS).

    Unlike typical Bridge Programs taught by faculty and staff, the curriculum for this program was delivered by undergraduate engineering students. Three students, two women and one man, formed “Dream Team I” for the curriculum development and delivery for each day from 8:00 am to 5:00 p.m., when the dinner hour began. The evening hour activities from 6:00 p.m. until midnight were developed and supervised by “Dream Team II”, composed of four additional undergraduate students, three males and one female, who were selected from the three underrepresented minority societies, AISES, NSBE and SHPE.

    The program content was developed by both teams, with the support of the Director and the Program Coordinator of the CEAS Minority Engineering Program (MEP) and a faculty member. In particular, the curriculum was designed by Dream Team I in consultation with a CEAS Associate Professor. The coach professor met with the students on several occasions to plan the program, made himself available as a consulting coach during the first week of the program, and allowed the students full autonomy over the instruction during the second week.

    The curriculum team determined that the students would be teamed to develop a Web Page to be presented at the conclusion of the program. After each module, the curriculum team reconvened to discuss progress and to make modifications for the following sessions. At their own initiative, each day, the two dream teams met during dinner in a transition meeting to evaluate student progress in the program and to better plan for the evening’s activities.

    The participants related very well to instructor “peers”. The instructors had credibility since they had been through the same type of curriculum. Student evaluations of the program were extremely positive with particularly high points for the instruction portion of the Web Page development. Although the student instructors taught teaming, at the same time, they were forced to learn a lot about teaming and teaching. They had several conflicts to resolve among themselves. One is now considering teaching as a career. Curriculum team members continued to tutor students after the program creating a support structure for the students.

  • Anderson-Rowland, M.R., 1997, “Understanding Freshman Engineering Student Retention Through a Survey,” Proceedings of the ASEE Annual Conference.

    Abstract: It is easier to retain a student than to recruit one. Yet, retention of engineering students is difficult. Although the retention rate of engineering students in the College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU) of beginning full-time, first-time freshman engineering is about the same as freshman in all units at ASU, some of the engineering freshman change to other disciplines in the university. Many beginning freshmen engineering students do not have much understanding of an engineering career. Engineering is not a topic taught in middle schools or high schools. Students may choose engineering because someone told them their good math skills qualified them for an engineering career or because they were aware that engineers make good salaries. Obviously engineering is not for everyone and there will always be some engineering students who determine that they really do not want to be an engineer. However, many other students may like the engineering curriculum, but because they do not see the relevance of the beginning engineering courses, may drop out during or after the first year.

    A survey was made of freshman engineering students to enable us to better understand our students. The survey was given at the end of the semester to the students in the introductory engineering class. The students were asked to select and to rank the top three statements from a list that best described their reasons for choosing engineering or an applied science.

    This paper includes an analysis of why our students chose to study engineering or construction and also a discussion on any correlations between the reasons that the students chose CEAS and their retention in CEAS or the university after one year. Of particular interest is how the results of the analysis can be used to guide recruitment and retention efforts of our engineering students, particularly women and underrepresented minorities. The surveys, although developed for ASU, can be customized for any individual institution.

1998

  • Roedel, R.J., El-Ghazaly, S., Aberle, J.T., 1998, “An Integrated Upper Division Course in Electronic Materials and Electromagnetic Engineering - "Wave Phenomena for Electrical Engineers",” Proceedings of the Frontiers in Education Conference.

    Abstract: The Foundation Coalition at Arizona State University offered for the first time a novel upper division integrated course in Electrical Engineering in the Fall ’97 semester. This first offering combined two upper division courses into an integrated class that sought to reduce the compartmentalization and emphasize the substantial overlap of the separate courses. The courses involved were (1) an introduction to the properties of electronic materials and (2) the first course for EE majors in electromagnetic engineering. The main thread that integrated the two courses was “wave phenomena.” This paper will discuss the organization of the course, the nature of the course integration, details about the technology infusion, and a brief description of the tool used to carry out assessment of the course and the students’ performance.

  • Blaisdell, S., Jones, R., Andreyev, C., 1998, “An Interactive CD-ROM to Sensitize Engineering Students to Diversity Issues,” Proceedings of the Frontiers in Education Conference.

    Abstract: Abstract - There is an ever-increasing emphasis on teamwork both in the engineering classroom and the workplace. As a result, engineering students need to be aware of how diversity issues play a role in group dynamics. Understanding diversity allows student teams to work more effectively, and provides students with particularly marketable skills for today’s corporate environment.

    With this in mind, the Foundation Coalition commissioned a project to develop a multimedia training for engineering student-related diversity issues in the form of an interactive CD ROM. Arizona State University’s Women in Applied Science and Engineering (WISE) Program spearheaded this collaborative effort, including graduate students from Educational Media and International Business.

    The final product will be piloted in ASU’s first-year Foundation Coalition classroom during the fall, 1998 semester. Eventually, the program will be made available to engineering programs nation-wide. With the program, engineering students explore multiple situations where diversity is an issue. At a critical point, the student will have to make a choice of what a character should do or say to deal with the situation. The program will include multiple features to keep the student involved in the learning process.

    Designing a fully functional training in a form of a computer program is a lengthy process. The steps include doing a review of the relevant research, designing the framework, designing a storyboard, writing a script, soliciting feedback, recruiting a cast, shooting video, creating animation, programming, testing, and debugging. This paper discusses this process and the program content.

  • Al-Holou, N., Bilgutay, N.M., Corleto, C.R., Demel, J.T., Felder, R., Frair, K., Froyd, J.E., Hoit, M., Morgan, J.R., Wells, D.L., 1998, “First-Year Integrated Curricula Across Engineering Education Coalitions,” Proceedings of the Frontiers in Education Conference.

    Abstract: The National Science Foundation has supported creation of eight engineering education coalitions: Ecsel, Synthesis, Gateway, SUCCEED, Foundation, Greenfield, Academy, and Scceme. One common area of work among these coalitions has been restructuring first-year engineering curricula. Within some of the Coalitions, schools have designed and implemented integrated first-year curricula. The purpose of this paper is to survey the different pilots that have been developed, abstract some design alternatives which can be explored by schools interested in developing an integrated first-year curriculum, indicated some logistical challenges, and present brief descriptions of various curricula along with highlights of the assessment results which have been obtained.

  • Reyes, M.A., Anderson-Rowland, M.R., McCartney, M.A., 1998, “Freshman Introductory Engineering Seminar Course: Coupled with Bridge Program Equals Academic Success and Retention,” Proceedings of the Frontiers in Education Conference.

    Abstract: Arizona State University's (ASU) Office of Minority Engineering Programs (OMEP) has hosted the Minority Engineering Program (MEP) Summer Bridge Program for the past two years. The purpose of the program is to promote greater awareness of and recruit potential candidates to the College of Engineering and Applied Sciences (CEAS) at ASU. The program content and curriculum were designed to prepare underrepresented ethnic minority students for success in the College at ASU. The program focused on building community and utilized undergraduate student role models as instructors, while the curriculum focused on engineering design, technical communications, and a design project. Academic scholarships were awarded to all participants based on a team design project competition.

    The Summer ’96 program participants were encouraged to participate in the MEP Academic Success Seminar course offered in the Fall ’96. Twelve of the 43 participants chose to do so. Since the instructor for the course was also the director of the bridge program, the MEP used this as an opportunity to continue building community, reduce student isolation, and monitor student progress throughout the semester. In fact this is exactly what occurred with those who participated, however, continuing all these facets was difficult with the remaining 31. Therefore, the following year, the Summer ’97 program participants were required to participate in the course as a stipulation to receive their scholarship. As a result, all 38 participants chose to register for the seminar course or the Foundation Coalition Match program at ASU.

    The academic success of these students during their first semester is evaluated, compared, and correlated with several measures including 1) a comparative analysis of seminar course success between the students who participated in the bridge program and those who did not; 2) student’s scores on the university mathematics placement examination and the student’s class grade earned in their beginning mathematics class; and 3) the student’s use of the MEP support system (i.e. Tutoring program, Academic Excellence Program).

  • Fletcher, S., Anderson-Rowland, M.R., Blaisdell, S., 1998, “Industry Involvement in the Women in Applied Science and Engineering (WISE) Recruiting and Retention Programs,” Proceedings of the Frontiers in Education Conference.

    Abstract: Abstract - Industry has recognized that the employment of women and minorities is critical in maintaining a diverse and progressive engineering environment. Concurrently, the increasing need for universities to produce engineers from diverse backgrounds has brought about the need for special programs that encourage the retention and development of underrepresented groups. Usually, only minimal funding is provided at an institutional level. However, the financial need of these programs has rapidly increased causing university diversity programs to seek external support. The coupling of industry and university programs has brought about a mutually beneficial relationship that maximizes the educational experience for both the present and the prospective engineering student.

    Industry has played a significant role in the Women in Applied Science and Engineering (WISE) recruitment programs. For example, industry has offered financial support, sponsored company tours, and initiated the participation of engineers to serve as educators and speakers for both middle school and high school summer programs. In addition, industry has played a significant role in WISE retention programs including the multi-tiered Mentor Program and on-site Shadow Program. These programs foster relationships between students and engineers and help bridge the gap between education and employment. Finally, industry members have further strengthened collaborative efforts by serving on the WISE industry advisory committee and participating as industry panel members at various events.

    An overview of WISE programs that involve industry support will be presented as well as a discussion of the impact industry has made on these particular programs. In addition, the mutual benefits of industry supported precollege recruitment and college retention programs will be discussed.

  • Anderson-Rowland, M.R., Reyes, M.A., McCartney, M.A., 1998, “MEP Summer Bridge Program: Mathematics Assessment Strategies,” Proceedings of the ASEE Annual Conference.

    Abstract: Arizona State University's (ASU) Office of Minority Engineering Programs (OMEP) has hosted two successful Minority Engineering Program (MEP) Summer Bridge Programs to promote greater awareness of and recruit potential candidates to the College of Engineering and Applied Sciences (CEAS). Through a collaborative effort, the two-week residential program was funded by the Western Alliance to Expand Student Opportunities and the CEAS Dean’s Office. The program content and curriculum were designed to prepare underrepresented ethnic minority students for success in the CEAS at ASU. The curriculum focused on engineering design, technical communications, and included a design project. Academic scholarships were awarded to all participants based on a team design project competition. The competition included the design of web pages, documentation in individual design notebooks, and a presentation to industry representatives and parents.

    During the summer of 1996, 44 students participated and completed the program. As a recruitment tool, the program was an overwhelming success with 43 of the 44 students completing the academic year (one chose not to because of the family’s financial situation). During the summer of 1997, 39 students also completed the program. Currently, 38 of the 39 from the 1997 program have enrolled in the CEAS (one choosing not to enroll because of problems with financial aid). During both programs, the students were given university mathematics placement examinations. The students were then advised to take either MAT 117: College Algebra, MAT 170: Pre-Calculus, MAT 270: Calculus with Analytic Geometry I, or more advanced classes based on their placement test results. However, students were not required to register for a mathematics course based on their exam score. The academic success of these students in their first mathematics course is evaluated relative to their placement score as well as their participation in an academic success seminar and use of the MEP tutoring program.

  • White, M.A., Blaisdell, S., Anderson-Rowland, M.R., 1998, “Recruiting Women into Engineering Graduate Programs,” Proceedings of the Frontiers in Education Conference.

    Abstract: Since women are seriously underrepresented in engineering graduate programs, programs are needed to bridge existing retention programs for undergraduate women with retention programs for graduate women in engineering. These efforts are likely to strengthen the pipeline of women entering academia.

    The National Science Foundation-funded Women in Engineering Scholars program is designed to encourage more women to pursue graduate school in engineering. The Scholars Program is administered through the Women in Applied Science and Engineering (WISE) Program at Arizona State University and it includes strong industry participation.

    The Scholars Program is based on a theory of selfefficacy or one's belief about how well she or he can perform a given task or behavior: this includes providing the students with opportunities to experience performance accomplishments, encouragement, and support. The first programmatic component is mentoring for the participants by women earning, or who have earned, graduate degrees in engineering. This aspect also provides for formal and informal networking opportunities to create a supportive community for the participants. This segment concludes with an industry-sponsored banquet for the Scholars, their mentors, and other supporters.

    The second component includes a series of workshops and seminars on what to expect from, and how to apply to, graduate school. The highlight of this segment is an 8-week summer research experience with an Engineering faculty member. This experience concludes with research symposia at which Scholars present their projects and accomplishments.

    A description of the program will be presented including budget and funding, participant recruiting, preliminary results, and lessons learned.

  • Adams, S., Watson, K.L., 1998, “Teamwork: Implications for New Faculty,” Proceedings of the ASEE Annual Conference.

    Abstract: In recent years, organizations in the United States have searched for ways to improve their overall effectiveness. No topic has garnered more discussion as an option than that of teams. There are many types of teams being utilized in organizations. However, in the last decade work teams have become one of the most popular types of teams. Work teams have been credited with increasing productivity, reducing costs, boosting moral, improving organizational flexibility and a flattening of the organizational structure.

    The cornerstones, research and teaching, of the faculty culture are dominated by individuals, not teams. The nature of higher education is to place emphasis on the accomplishments of the isolated individual rather than on team efforts. The emergence of teams in the academy will cause an increase in the administrative responsibility of faculty, a redistribution in the power and authority of faculty members and a reprioritization of work load and philosophy about teams.

    Engineering faculty members are often uncomfortable with the collaborative nature of teamwork. Indeed, the personality traits that characterize some engineering faculty interferes with their ability to be effective contributors in team ventures.

    This article will chronicle the evolution of teams, the emergence of teams in higher education and the expectations for engineering faculty members with regards to teamwork. This information will be beneficial for new engineering faculty as they embark on a new career where the infrastructure is changing.

  • Anderson-Rowland, M.R., 1998, “The Effect of Course Sequence on the Retention of Freshman Engineering Students: When Should the Intro Engineering Course Be Offered?,” Proceedings of the Frontiers in Education Conference.

    Abstract: ECE 100, Introduction to Engineering Design, is required of all students in the College of Engineering and Applied Sciences (CEAS) students at Arizona State University (ASU). Due to space and staffing constraints, approximately half of the students entering in the fall take the course during their first semester and the other half does so during their second semester in the spring. Most of the students who take ECE 100 in the spring do not take any engineering course in their first semester.

    Studies done when the introductory course was in a different format, suggested that if engineering students took the introductory engineering course during their first semester, their rate of retention was higher than for those who took the course in the spring. In a recent study, it was shown that the retention rate of the fall 95 first-time, fulltime freshmen (FFF) in ECE 100 their first semester had a higher retention rate one year later than the average FFF in the CEAS. The question is, “Are new students retained at a higher percent if they take the ECE 100 in their first semester?”

    ECE 100 students were surveyed in the fall 95 and spring 96 semesters. Surprisingly, for all groups: men, women, and minority students, retention was higher after two years for those students who took ECE 100 in the spring. This difference was significant for the male students. Among FFF students, while men did better taking ECE 100 in the spring, women and minority students showed a trend of higher retention by taking ECE 100 in the fall. This trend would suggest that special programs for FFF women and minority students, not in ECE 100 in the fall, might help increase retention.

  • Anderson-Rowland, M.R., 1998, “Using a Roommate Preference Survey for Students Living on an Engineering Dorm Floor,” Proceedings of the Frontiers in Education Conference.

    Abstract: Arizona State University is primarily a commuter school and many of its students work. These factors contribute to a serious problem of retention for the University and the College of Engineering and Applied Sciences. In an effort to increase retention rates and to improve student life, three years ago an engineering dorm floor was designated and advertised to incoming engineering students. During the first two years only a small number of engineering students were attracted to this style of living. Roommate assignments were done by chance.

    Last year, in an effort to improve the process, an interest and preference survey was developed for potential dormitory residents in an effort to increase the quality of roommate pairing. An unexpected result of the use of the survey was that three times as many students requested clustered engineering housing and completed the survey.

    The roommate survey is described and anecdotes from students given. Some results of a survey of the student satisfaction with the engineering cluster housing program are also presented. Minor changes to the survey are discussed and difficulties with the process and their solution are also addressed.

  • White, M.A., Blaisdell, S., Anderson-Rowland, M.R., 1998, “Women in Engineering Scholars Program,” Proceedings of the ASEE Annual Conference.

    Abstract: Women continue to be seriously underrepresented in engineering graduate programs. In Fall, 1996, women accounted for only 19.2% of the masters students and 16.2% of the doctoral students enrolled in engineering programs (Engineering Workforce Commission, 1997). A recent survey found that only 44% of students majoring in engineering their freshman year were still in engineering their senior year. Women and minority students were more likely to switch out of engineering than men and majority students (Astin, 1996). Additionally, the transition from undergraduate to graduate programs is one of three critical points in a woman’s engineering education (Betz, 1994).

    While many programs seek to facilitate women’s entry into engineering there are few programs which encourage women to pursue graduate degrees in engineering. Programs are needed to bridge existing retention programs for undergraduate women with retention programs for graduate women in engineering. These efforts are likely to strengthen the pipeline of women entering academia.

    By increasing the number of women obtaining graduate degrees in engineering, the number of available role models for women considering engineering will increase. Also, given that engineers with graduate degrees tend to exert more power and influence in industry, increasing the number of women with such degrees will help to create a more gender-inclusive environment. Finally, because some individuals earning graduate degrees in engineering remain in academia, increasing the number of women earning such degrees with help to create a more gender-inclusive environment in engineering, especially in graduate programs.

1999

  • Everett, L.J., Alexander, R.M., Wienen, M., 1999, “A Grading Method That Promotes Competency and Values Broadly Talented Students,” Journal of Engineering Education, 88:4, 477-483.

    Abstract: This paper reports the results of a recent experiment in student performance evaluation. A criterion-referenced, rather than the typical norm-referenced scheme, was supplemented with a reward system designed to value students with a diverse set of academic talents. For example, the ability to solve "traditional looking" engineering analysis problems and the ability to thoroughly explain how phenomena occur (independent of the ability to work to a final "answer") were equally valued. Value was measured by the course grade. The goals of the experiment were: (1) to ensure that all students who succeeded in the class possessed a baseline competence in the subject matter; (2) to value (in the form of high grades) a diverse set of talents; and (3) to encourage students to develop good learning habits. The experiment was implemented by teaching a sophomore core engineering course with a team of two faculty members and two graduate teaching assistants handling 187 students. One faculty member was responsible for the classroom teaching activities while the other focused exclusively on developing and implementing the evaluation instruments. The instruments consisted of four types of examinations, each designed for a specific purpose and administered at distinct times during the semester. Quantitative results, including associated statistical analyses, are given. We conclude that it is possible to establish criterion-referenced schemes that value student skill diversity while encouraging good study and learning habits. The assessment instruments, however, are psychologically stressful to many students who are unaccustomed to them.

2000

  • Willson, V.L., Ackerman, C.M., Malave, C.O., 2000, “Cross-Time Attitudes, Concept Formation, and Achievement in College Freshman Physics,” Journal of Research in Science Teaching, 37:10, 1112-1120.

    Abstract: The relationships among science and engineering attitude, physics conceptual understanding, and physics achievement were explored for a population of college freshman engineering students over two semesters. Gender and SAT-Quantitative measures were included as exogenous variables in a longitudinal path analysis. Attitude was theorized to predict achievement contemporaneously and at the next time point, while conceptual understanding was theorized to predict physics achievement contemporaneously and at the next time point. Each at one time was theorized to predict scores at the next time. A sample of 200 freshman engineering students participating in an integrated curriculum were assessed in September, December, and April (with a loss of 64 students) with the Force Concepts Inventory (FCI), Mechanics Baseline Test (MBT), and a locally developed attitude measure. The observed model indicated that the FCI predicted attitude at time 1 with no other paths between them, that FCI at time 1 predicted MBT at time 1 and time 2, FCI at time 2 predicted MBT at time 3, and MBT at time 1 predicted FCI at time 2. Gender and SAT-Quantitative scores were predictive only of FCI and MBT at time 1. Results supported an interactive model of conceptual understanding and achievement, with attitude largely irrelevant to the process for this population.

2001

  • Secola, P.M., Smiley, B.A., Anderson-Rowland, M.R., Castro, M., Tomaszewski, B., 2001, “Assessing the Effectiveness of Saturday Academies in an Engineering Outreach Program,” Proceedings of the Frontiers in Education Conference.

    Abstract: Women in Applied Sciences and Engineering (WISE) Investments is an innovative program that introduces middle school and high school girls to the exciting world of engineering and technology. Funded by a National Science Foundation grant, WISE Investments seeks to provide an intervention at both the middle school and high school levels by showing that engineering has real world applications; by demonstrating the problem-solving approach of engineers; by correcting misperceptions; and by providing positive engineering information and role models.

    Female students in grades 6 through 12 were recruited to commit to a one-year program where they enrolled in eight Saturday Academies held once each month during the 1999-2000 school year. They were exposed to engineering through industry tours, mentoring sessions with college female engineering students, and hands-on projects from eight disciplines of engineering. The students were exposed to basic concepts and skills that illustrated engineering as meeting a human need to solve human problems.

  • Anderson-Rowland, M.R., Urban, J.E., 2001, “Evaluating Freshmen Retention Efforts in Engineering Housing,” Proceedings of the Frontiers in Education Conference.

    Abstract: Freshman engineering retention is a national problem. At Arizona State University, freshmen retention is a major focus of the Office of Student Affairs in the College of Engineering and Applied Sciences (CEAS). The CEAS Fall 2000 freshmen class numbered 969 students. Major programs that have recently been developed to increase CEAS freshmen retention include engineering residence hall floors and academic and career mentoring through an Inclusive Learning Communities Program. The success of the engineering residence halls program is evaluated through the use of a survey of the Fall 2000 students participating in this program. The successes and challenges in running these programs are discussed.

  • Fletcher, S., Newell, D.C., Newton, L.D., Anderson-Rowland, M.R., 2001, “The WISE Summer Bridge Program: Assessing Student Attrition, Retention, and Program Effectiveness,” Proceedings of the Frontiers in Education Conference.

    Abstract: For participating university programs, summer bridge outreach has helped to significantly increase student retention in academic majors. For female engineering students, bridge programs not only serve an academic need, but also serve to foster networking relationships between students prior to starting the semester. The Women in Applied Science and Engineering (WISE) Summer Bridge Program was designed to prepare incoming female students for the transition from high school to the College of Engineering and Applied Sciences (CEAS). Since 1998, this program has offered academic reviews in courses such as mathematics, physics, and chemistry. In addition, computer-based curricula have been offered in Maple, Excel, and HTML to better prepare students for their freshmen introductory engineering courses.

    During the Fall 2000 semester, summer bridge participants from 1998, 1999, and 2000 were surveyed on program effectiveness. Survey categories included general information, WISE Bridge experience, WISE services, and additional information. Survey results indicated that a significant number of respondents were first introduced to engineering by a family member and subsequently, enrolled in engineering because of a strong aptitude for math and science. Students indicated that the WISE Bridge Program, as well as other services offered in the CEAS and at ASU, aided them in their first semester. In addition, WISE program services such as academic advising, mentoring, and tutoring were also mentioned as significant in first semester retention of these students.

    An overview of the WISE Summer Bridge Program will be presented as well as survey results from 1998, 1999, and 2000 participants. In addition, the paper will discuss the need for and impact of bridge programs specifically geared toward female engineering students as well as future projections of implementation and direction of student programs.

  • Fletcher, S., Newell, D.C., Anderson-Rowland, M.R., Newton, L.D., 2001, “The Women in Applied Science and Engineering Summer Bridge Program: Easing the Transition for First-time Female Engineering Students,” Proceedings of the Frontiers in Education Conference.

    Abstract: The Women in Applied Science and Engineering (WISE) Summer Bridge Program is designed to prepare incoming female students for the transition from high school to the College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU). This program offers academic reviews in courses such as mathematics, physics, and chemistry. Computer-programming tutorials are also offered in Excel and HTML to better prepare students for their freshman introductory engineering course. Participants acclimate to the campus by receiving general information concerning the university, financial aid, and departmental advising. Students attending the program become familiar with the campus, have a head start on their freshman engineering classes, and have a chance to meet other female students.

    An overview of the WISE Summer Bridge Program will be presented as well as retention data for 1998 and 1999 program participants. In addition, the paper will discuss the need for and impact of bridge programs specifically geared toward female students. Further, the paper will investigate other life circumstances, such as level of involvement in student activities, living situation, and employment that impact retention of these students. Finally, future projections of implementation and direction of student retention programs will be explored.

  • Adair, J.K., Reyes, M.A., Anderson-Rowland, M.R., Kouris, D.A., 2001, “Workshops vs. Tutoring: How ASU's Minority Engineering Program is Changing the Way Engineering Students Learn,” Proceedings of the Frontiers in Education Conference.

    Abstract: For the past five years, the Minority Engineering Program in the College of Engineering and Applied Sciences at Arizona State University (ASU) has channeled retention efforts through their Academic Excellence Program. This program housed two components: peer tutoring and mentoring and group workshops. While both produced successful retention rates among minority students within the College, both students and faculty strongly expressed a need for a more structured and intensive program to assist engineering students with the more challenging courses. In fall of 2000, ASU’s MEP remodeled their efforts at retention and created the Academic Excellence Workshop program. The workshop program replaces tutoring and mentoring programs with weekly workshop sessions. This non-traditional approach to academic support has necessitated a change in paradigm for staff, faculty, and students. The response to this change has been promising. This paper will discuss the AEW program structure and how the workshop concept has been promoted to students and faculty.

2002

  • Krause, S.J., Decker, J.Ch., Niska, J., Alford, T.A.., Griffin, R.B., 2002, “A Materials Concept Inventory for Introductory Materials Engineering Courses,” National Educators Workshop.
  • , ., Wiest, J.M., Arnold, D., 2002, “Teaching Modules for the Technical Skills Component of ABET 2000,” Proceedings of the ASEE Southeastern Section Conference, Gainesville, FL, April 2002.

    Abstract: This paper describes part of an effort by Engineering faculty at the University of Alabama to develop three hour instructional modules to teach some of the skills addressed in the ABET EC 2000 Criterion 3 (a)-(k). The goal was to produce modules that could be incorporated into existing classes with minimal preparation time by the instructor. In this paper we describe four modules developed to address the technical skills components: Computational Skills, Design Skills, Modeling Skills, and Problem Solving Skills. Individual faculty members, who worked in teams of three to provide critical review and suggestions, developed the modules during the 1999-2000 and 2000-2001 academic years. During the summer of 2001 these modules were classroom tested on classes of approximately 12 engineering students, representing a diversity of race, gender, major and year at the university. Pre and post module questionnaires were used to assess the effectiveness of the modules, and obtain student feedback, as well as pre and post tests for some modules. Each module includes learning objectives, justification, instructor’s manual, homework assignments, and PowerPoint slides for the classes.

2003

  • Krause, S.J., Decker, J.Ch., Niska, J., Alford, T.A.., Griffin, R.B., 2003, “Identifying Student Misconceptions in Introductory Materials Engineering Classes,” Proceedings of the ASEE Annual Conference.

    Abstract: Numerous student misconceptions in an introductory materials engineering class have been identified in order to create a Materials Concept Inventory (MCI) to test for the level of conceptual knowledge of the subject matter before and after the course. The misconceptions have been utilized as question responses, or “distracters”, in the multiple-choice MCI test. They have been generated from a literature survey of assessment research in science and engineering in conjunction with extensive student interactions. Student input consisted of: weekly short-answer, open-ended questions; multiple-choice quizzes; and weekly interviews and discussions. In a simplified way, the questions tied fundamental concepts in primary topical areas of atomic structure and bonding, band structure, crystal geometry, defects, microstructure, and phase diagrams to properties of materials in the families of metals, polymers, ceramics, and semiconductors. A preliminary version of the MCI test was given to students in introductory materials courses at Arizona State University (ASU) and Texas A&M University (TAMU). Results showed conceptual knowledge gains between 15% and 37% between course pre-test and post-test scores. This lower gain score, as shown by Force Concept Inventory work, is typical of traditionally delivered, lecture-base instruction. Scores from 30% to 60% are moderate gains and are often evidenced in courses using active learning methods. Early results of the MCI showed differences between ASU and TAMU on some questions. It appears that they may be due to curricular and course content differences at the two schools.

  • Bagert, D.J.., Ardis, M.A.., 2003, “Software Engineering Baccalaureate Programs in the United States: An Overview,” Proceedings of the Frontiers in Education Conference.

    Abstract: There are currently more than 20 Bachelor of Science in Software Engineering degree programs in the United States. The first accredited software engineering programs in the U.S. are likely in the 2002-03 cycle, and it is expected that the total number of such programs will continue to see steady growth for several years to come. The authors have provided a comparison of programs in order to determine what trends are emerging, which will benefit both current software engineering undergraduate programs, as well as those institutions that are thinking of creating new degrees of this type. The curriculum content of these programs is broken down by subject area and compared with curriculum models and accreditation criteria. The results of a survey of undergraduate software engineering programs worldwide that was conducted by the authors is used both to provide additional data about the U.S. programs and to compare them as a group to their counterparts in other countries.

 
 

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