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Women in Science and Engineering (WISE) @ UC Davis Report of Student Projects and Recommendations

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Women in Science and Engineering (WISE) _at_ UC Davis Report of Student Projects and Recommendations By the students of Science and Society 198/298 – PowerPoint PPT presentation

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Title: Women in Science and Engineering (WISE) @ UC Davis Report of Student Projects and Recommendations


1
Women in Science and Engineering (WISE) _at_ UC
Davis Report of Student Projects and
Recommendations
  • By the students of Science and Society 198/298
  • June 2, 2006

2
Overview of class
  • 7 women across STEM majors
  • 2-4 units, P/NP
  • Part of WISE initiative, various Deans, Teaching
    Resource Center, Consortium for Women and
    Research, WRRC
  • Jeanine Pfeiffer, Melissa Salazar, and Lilian
    Davila

3
What we did
  • Class readings on Women in STEM progress, other
    WISE Initiatives
  • Produce report, as well as WISE newsletter
    reporting research, to hand out to STEM students
    next fall

4
Class Projects
5
Findings and Current Research
Caroline Ramirez, Math Education Ph.D.
  • Project
  • Literature review of gender issues in Math
    graduate and undergraduate education
  • Historical data on degree recipients
  • Critique of common metaphors

6
Women in Undergraduate and Graduate Programs (All
Areas vs. Math)
Table 1 Percent of Degrees Awarded to Women
(1950 - 2000)
7
Percentage of Students and Degree Recipients Who
are Women, 1999-2000
8
Leaky Pipeline?
  • Pipeline Metaphor assumes that students are
    passive, homogenous, and it fails to model why
    some students stay in the STEM pipeline
  • Pathway Metaphor improvement of the pipeline,
    but it implies that all groups have equal
    opportunities and same obstacles in the path
  • Cross-country Track or Race
  • STEM can be individualistic, competitive and
    intense
  • clear start end points, trail to follow
  • different skills of runners/students ? match with
    the trail/program

9
Persistence Framework (Herzig, 2004)
  • 3 planes of focus in the participation of
    students
  • Individual Plane (Participatory Appropriation)
  • knowledge acquisition (ex. going to lectures,
    discussions, studying)
  • Interpersonal Plane (Guided Participation)
  • participating in a group (ex. study groups,
    going to office hours, mentoring)
  • Community Plane (Apprenticeship)
  • developing a sense of belonging (ex. research,
    internships)
  • Integration with those communities of practice
    leads to increased likelihood of persistence

10
Persistence Framework, contd.
11
Survey of Women _at_ UC Davis
Alexandra Maigret, 5th year Biology major
  • Project
  • What is the level of satisfaction among undergrad
    women STEM majors at UC Davis?
  • What types of resources do women use on campus?
  • What are some problems, issues women are having?

12
The sample
  • 53 women, over one week, Spring 2006
  • Random sample of women surveyed outside Science
    buildings, in Science and Engineering classes,
    Scholars Center (Engineering Deans Office)

13
Year in school
  • Freshmen (6)
  • Sophomore (28)
  • Junior (26)
  • Senior (26)
  • 5th Year (13)
  • 58 Biology/Chem/Sci (Biosci, Biochem, NPB, Evol,
    ExerBio, Micro, Animal Sci, EnvTox, Entomology)
  • 28 Engineering (Civil, Biosys, EE, MechE,
    Biochem Eng)
  • 13 Math, Physics, Geology

14
Results
  • Satisfaction in program
  • (1-least satisfied, 3-neutral, 5-very
    satisfied)
  • Classes 3.7
  • Core classes relevant? 3.82
  • Professors 3.5
  • Advisors 3.5
  • Do professors treat female students same way as
    males?
  • 66 Yes 25 No (Math, Eng, Bio majors)
  • Undergrad research opportunities available?
  • 55 Yes 36 No

15
Resources STEM women use
  • Do you go to Office Hours of course instructors?
  • Professor 77
  • TA 83
  • Both 28
  • Use Peer Tutoring?
  • 45 Yes
  • Use all 3 of the above?
  • 19 Yes

16
Resources STEM women use
  • Attend outreach programs offered by your
  • college or major?
  • 20 Yes
  • Visit Womens Center?
  • 4 Yes
  • Belong to other student clubs?
  • 34 Yes

17
Obstacles to completing program
  • Conflicting courses units, quarter system,
    classes only offered once a year
  • Advising understanding requirements for major
  • Having enough time for classes vs. research,
    while working full time, having a social life?
  • Managing goals, license exams G.P.A.
  • Talking to professors comfortably, professors not
    caring
  • Lack of confidence and role models, confronting
    my fears
  • Resources for help with hard classes

18
Progress of Women in Engineering _at_ UCD Melissa
Ledgerwood, 3rd year Biosystems Engineering
  • Project Chart the progress of women in
    Engineering at UCD by finding
  • When women started in the College of
  • Engineering
  • How many women there are now
  • How we got to where we are now

19
Course of Action
  • Plan Do a Google search to find the ratio of
    women to men in the UCD College of Engineering
    since the first woman entered.
  • Where I had to go
  • Online (UCD website, SWE, Women in Engineering,
    Office of the UC President)
  • Alumni Center
  • Scholars Center (Women in Engineering and
    Diversity)
  • Womens Resource Center
  • Several different professors or administrators
    from the College of Engineering
  • UC Davis Student Affairs Research and Information

20
Findings
  • There are 20 women in the College of Engineering
    now
  • Found the data from 1973 to 2005 of the
    percentage of women in Engineering
  • Dont know the data from before 1973, though I
    have been told there 4 women in the graduating
    class of 1967
  • Dont know when the first women entered the
    College of Engineering, though earliest woman I
    have found graduated in 1964
  • After I found out there were only 20 women in
    the College of Engineering I had expected that
    there was a constant but steady growth in the of
    the number of women in engineering form when
    women started to bring us to 20

21
  • If women started in the College of Engineering at
    about 1960, then there was a constant growth in
    the number of women in engineering from 0 to 20
    in about 20 years to 1980
  • Since about 1980, the number of women in
    engineering has leveled off at about 20
  • 20 years to get to 20, then 25 years staying at
    20 !

22
Questions still to be answered
  • When did the first women enter the College of
    Engineering?
  • When did the first women graduate from the
    College of Engineering?
  • Why was there such a fast growth in the
    percentage of women during the 1970s?
  • Why has there been no growth in the percentage of
    women for the last 25 years?
  • mledgerwood_at_ucdavis.edu

23
Recommendations
  • Increase availability of the information on women
    in engineering at UCD
  • Promote awareness of the lack of growth in this
    minority group
  • Investing time and money to encourage the growth
    of the percentage of women in engineering at UCD
  • More outreach to pre-college students
  • More support for women in Engineering (tutoring,
    classes for women)
  • More for research opportunities for women

24
Examining Outside Resources
Laura Biggs (sophomore, Electrical Engineering)
  • Search for successful programs that have
    encouraged and supported women in engineering at
    other UC campuses and other universities across
    the U.S.
  • Evaluate which programs could help females in
    science and engineering at UC Davis flourish

25
What other UC campuses offer
  • UCSD ATHENA, Mentornet, Womens Leadership
    Alliance, Women in Computing (women.ucsd.edu/wise/
    index.html)
  • UCB Women Institute Summer Enrichment, WISE
    themed dorm, Women in Computer Science and
    Electrical Engineering (www-inst.eecs.berkeley.edu
    /wisce/about)

26
UC campuses (contd.)
  • UCSC 1 million dollar fund donated for WIE
    scholarships, SURF (www.sweslugs.soe.ucsc.edu/wome
    nenger.html)
  • UCSB Women in Computer Science and Engineering,
    outreach to K-12 (www.engineering.ucsb.edu/outrea
    ch.html)
  • UC WISE initiative by UCSD UCSC to transform
    faculty recruitment, retention, and promotion
  • (advance.ucsd.edu/more_act/UC-WISE-FULL-20F
    INAL.pdf)

27
Other schools
  • Rutgers 100 science engineering females
    residence hall program, Douglass Project
    (www-rci.rutgers.edu/dougproj)
  • Wisconsin encourages WISE participants to find
    research, lab job, or internship, residential
    living community, found WISE grades substantially
    higher (www.housing.wisc.edu/wise)

28
Other schools (contd.)
  • Michigan workshops, counseling, residential
    program, scholarships, female lecture series
    (wise.umich.edu)
  • Dartmouth 100 paid 1st year research
    opportunities (dartmouth.edu/wisp)
  • Purdue 200 females involved in WIE and
    residential program,
  • Ever since the mid-70s the retention rate
    has been virtually identical for male and female
    students Barbara Clark
  • (engineering.purdue.edu/WIEP/undergrad.html)

29
Recommendations for the future
  • Establish a WISE residential living and learning
    community
  • Initiate opportunities for WISE research and
    mentoring programs
  • Establish permanent funding for WISE class
  • Attempt to improve faculty TA education on
    gender related issues

30
Women in Science and Engineering (WISE) Housing
SAS 198, Spring 2006 Rosa Padilla Biological
Systems EngineeringFriday, May 31, 2006
31
"If I have a question, I just walk down the hall
and knock on doors," she says. "It's just like a
big family."

Objective Establish a WISE program in UC Davis
housing to promote support, mentoring and strong
academic orientation.
  • Advantages
  • Perks of being in the same dorm
  • Perks of having the same classes
  • Advising
  • Major
  • Professional
  • Graduate
  • Programs

32
"You don't have to try to find friends in your
classes you already have them, rather than
having to hunt for friends among the few women in
male-dominated classes.-Michigan WISE program-
  • Disadvantages
  • Limit students from exploring outside their dorm
  • Settled to have the friends already made.
  • Fewer interaction with male colleagues
  • Reduced social life!!

33
  • Conclusions Recommendations
  • Well balanced dorm qualities
  • Building skills
  • Organize activities with other programs
  • MY IDEAL WISE HOUSING

Thank you for your attention!
  • Interaction with other dorm programs
  • Frequent Academic Progress reviews
  • Learn to work with other people outside their
    niche

34
Resources Pamphlet for Women Engineer and Science
Majors
Adrienne Ho (2nd yr) Navi Kaur (1st yr), Bio
Chem Eng
  • Project
  • Produce a single source of information for
  • women, rather than a scatter of resources

35
What we did
  • Collected information by visiting and collecting
    pamphlets, flyers at
  • Internship and Career Center
  • Womens Center
  • Scholars Center
  • Bainer Hall
  • Internet

36
Recommendations for the future
  • Make pamphlet more eye-catching
  • Educators and advisors may hand out pamphlets
    during their sessions with students
  • Make pamphlets available to resources centers as
    well
  • Make pamphlets a PDF file so that it can be found
    on the internet
  • Place pamphlet or resources that are provided
    within the pamphlet in the College of Engineering
    Handbook

37
  • Conclusions Recommendations
  • to support WISE _at_ UC Davis
  • DIRECTED EFFORT TO INCREASE WISE
  • ENROLLMENTS
  • Increase communication of resources for women,
    both in mentorship and internship related to
    program, as well as peer-peer interactions
  • Provide gender sensitivity training/education to
    instructors and peers about STEM women
    experience readings, workshops

38
  • Conclusions Recommendations
  • to support WISE _at_ UC Davis
  • Provide safe spaces for women to discuss
    experience with other women--residential housing,
    Womens Center, WISE seminar class
  • Track information about STEM women at UC Davis,
    including attrition, transfers, and what happens
    post-graduation
  • More for internship/mentorship programs for
    all STEM women
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