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Work in progress : effect of climate and pedagogy on persistence of women in engineering programs

conference contribution
posted on 06.12.2017, 00:00 by S Lord, C Brawner, M Camacho, R Layton, R Long, Matthew OhlandMatthew Ohland, M Wasburn
Our goal is to determine how climate and pedagogy affect the persistence of women in undergraduate engineering programs via a longitudinal, multi-institutional, and multivariate study. We focus on the nine institutions of the Southeastern University and College Coalition for Engineering Education from 1987 to 2004. The study uses three related data sources: the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD), two climate surveys, and three teaching practices surveys. We will conduct new analyses on these existing data as well as new studies focusing on research questions relating climate, pedagogy, and persistence. This triangulated and longitudinal approach provides a powerful historical context to help explain changes and successes in persistence that will reach multiple stakeholders, scaffolding earlier qualitative studies with quantitative results that can inform policymakers. Here, we introduce our study and present initial results related to our first research question.

Funding

Other

History

Start Page

4

End Page

21

Number of Pages

2

Start Date

22/10/2008

Finish Date

25/10/2008

ISSN

0190-5848

ISBN-13

9781424419692

Location

Saratoga Springs, NY, USA

Publisher

IEEE

Place of Publication

Piscataway, NJ

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Purdue University; Research Triangle Institute; Rose-Hulman Institute of Technology; University of San Diego;

Era Eligible

Yes

Name of Conference

Frontiers in Education Conference