GSE/RES Assessing Women in Student Environments (AWISE) Moving Assessment of Women Studying Engineering into the Classroom

密苏里大学哥伦比亚分校正在通过研究课堂经历对女工科学生的影响，以及在社区学院（CC）开始学习的女工科学生的经历和障碍，来实现增加女工科学生数量的国家目标。评估学生环境中的女性（AWISE）将通过开发测量男性和女性学生体验的工具，对核心工程课程体验（例如团队互动、学生与学生互动）和CC体验进行比较和跨机构评估。研究将在宾夕法尼亚州立大学的主校区的三个系和它的卫星校区（充当cc）进行。智力成就研究的问题包括：根据学生的报告，以下情况在多大程度上发生：团队项目，学生与学生在非正式团队或实验室工作中的互动，以及学生与教师的互动？学生如何在工程教室和实验室中参与这些活动或互动？学生如何看待这些活动？对于上述所有问题，男性和女性、少数民族和多数民族学生、CC学生和主校区学生、主校区不同工程系的学生、从CC开始学位的学生和从主校区开始学位的学生之间是否存在差异？AWISE将开发高质量的工具，用于生成全国性的数据集，回答有关全国院校课堂教学实践的研究问题。这最终可以促进工程课程的改革，甚至可以深入了解为什么全国学习工程的女性比例似乎停滞在20%左右。鉴于AWISE数据将在一所拥有不同学生群体的大型工程学校收集，该结果可能对工程教育界的很大一部分有价值。AWISE将通过有效的研究确定ABET 2000标准对团队使用的影响，这被认为对代表性不足的学生有益。此外，该项目还将研究CC学生是如何经历转到四年制大学的过程的，他们是学习工程的重要女性来源，哪些经历有助于他们成功转校，哪些经历阻碍了这一过程。更广泛的影响wise将在以下领域产生广泛的影响。评估能力建设。创造和传播高质量的课堂评估工具将为国家一级的评估和比较提供基础。女性在工程领域的代表性不足。研究结果可以确定在2年制和4年制院校创造公平课堂氛围的最佳做法，并促进女性、少数民族和CC转学生的成功。工程学院和管理人员。awise的设计和传播计划注重教师的参与。通过参与这种类型的调查，教师可以意识到需要寻求高质量的评估，作为合理课程改革的基础；意识到一些新的教学方法不一定有益；并意识到CC转校生会遇到一些特殊的问题，尤其是那些在CC开始高等工程专业学习的女性。

University of Missouri Columbia is addressing the national goal of increasing the number of women studying engineering by examining the impact of classroom experiences on women engineering students, and the experiences and barriers experienced by women engineering students who begin study at a community college (CC). Assessing Women in Student Environments (AWISE) will enable comparative and cross institutional assessments of core engineering curricular experiences (e.g. team interactions, student to student interactions) and CC experiences by developing instruments that measure both male and female student experience. Research will be conducted at Penn State Universitys main campus in three departments and its satellite campuses (which act as CCs).Intellectual MeritResearch questions include:To what extent do the following occur, as reported by students: team projects, student to student interactions in non-formal teams or lab work, and student to faculty interactions? How do students participate in these activities or interactions in engineering classrooms and laboratories? How do students perceive these activities? For all above questions, are there differences between men and women, ethnic minority and majority students, CC students and main campus students, main campus students in different engineering departments, and students who began their degrees at a CC and those who began at the main campus?AWISE will develop high quality tools for producing a national data set answering research questions on classroom instructional practices at institutions nationwide. This can ultimately can promote engineering curricular change and even provide insight into why the percentage of women studying engineering seems stalled at about 20% nationally. The results are likely to be valuable to a large portion of the engineering education community given that AWISE data will be collected at a large engineering school with a diverse student population. AWISE will determine through valid research the impact of ABET 2000 criteria on the use of teams, which are assumed to be beneficial to underrepresented students. In addition, the project will examine how CC students, who are a significant source of women studying engineering, experience the process of transferring to a four-year institution, what experiences are helping to prepare them to transfer successfully, and what experiences are impeding that process. Broader ImpactAWISE will have broad impact in the following domains.Assessment capacity building. The creation and dissemination of high quality classroom assessment tools will provide the basis for national-level assessment and comparisons.Women & under-represented minorities in engineering. The findings can identify best practices for creating equitable classroom climates at 2 and 4-year institutions, and facilitate the success of women, minorities and CC transfer students.Engineering faculty and administrators. AWISEs design and dissemination plans focus on faculty involvement. Through their participation in this type of survey, faculty can become aware of the need to seek high quality assessment as the basis for sound curricular changes; aware that some new pedagogical methods are not necessarily beneficial; and aware that there are special issues that arise for CC transfer students, particularly for women who begin their postsecondary engineering at CCs.