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, 2013University of Alaska Anchorage ENGL 212: Technical Writing

2. Recommendation Report Outline 1. Introduction 2. Results 2.1 Student success factors 2.2 UAA student opinions 2.3 Student SWE group status change 3. Conclusion 4. 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 1. Introduction 2. Results 2.1 Student success factors 2.2 UAA student opinions 2.3 Student SWE group status change 3. Conclusion 4. 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 1. Introduction 2. Results 2.1 Student success factors 2.2 UAA student opinions 2.3 Student SWE group status change 3. Conclusion 4. Recommendations

13. 3. Conclusion: Yes! 1. Student SWE group would provide: ◦ Peer support ◦ Faculty interaction ◦ Identity as a “science person” 2. There is a need and strong interest from students. 3. 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 1. Introduction 2. Results 2.1 Student success factors 2.2 UAA student opinions 2.3 Student SWE group status change 3. Conclusion 4. Recommendations

15. 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.consortiumlibr ary.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=1 1741&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.consortiumli brary.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/d t11_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.p hp/about-swe#activePanels_0

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