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

密苏里州哥伦比亚大学正在通过研究课堂经验对女性工程专业学生的影响，以及开始在社区学院学习的女性工程专业学生的经历和障碍，来实现增加学习工程专业的女性人数的国家目标。评估妇女在学生环境（AWISE）将使核心工程课程的经验（如团队互动，学生与学生的互动）和CC经验的比较和跨机构的评估，通过开发工具，衡量男性和女性学生的经验。 研究将在宾夕法尼亚州立大学的主校区的三个部门和它的卫星校园（作为CC）进行。智力MeritResearch问题包括：在多大程度上做以下发生，如学生报告：团队项目，学生之间的互动在非正式的团队或实验室工作，学生与教师的互动？学生如何在工程教室和实验室参与这些活动或互动？学生如何看待这些活动？对于所有上述问题，是否有男性和女性之间的差异，少数民族和多数学生，CC学生和主校区学生，主校区学生在不同的工程部门，和学生谁开始他们的学位在CC和那些谁开始在主校区？AWISE将开发高质量的工具，用于制作一个国家数据集，回答全国各机构课堂教学实践的研究问题。这最终可以促进工程课程的变革，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。 考虑到AWISE数据将在一所拥有不同学生群体的大型工程学校收集，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标准对使用团队的影响，这些团队被认为有利于代表性不足的学生。 此外，该项目将研究CC学生，谁是学习工程的妇女的重要来源，如何经历转移到一个四年制的机构，什么经验是帮助他们准备成功转移，什么经验是阻碍这一进程的过程。 更广泛的影响AWISE将在以下领域产生广泛的影响。创建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。 调查结果可以确定在2年和4年制院校创造公平的课堂气氛的最佳做法，并促进妇女，少数民族和CC转学生的成功。AWISE的设计和传播计划侧重于教师的参与。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健全的课程改革的基础;意识到一些新的教学方法不一定是有益的;并意识到有特殊的问题，出现CC转学生，特别是对妇女谁开始他们的大专工程在CC。

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.