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IIE. Satisfaction with engineering clinic (SATCLINIC) The third factor of program applications is the extent to which students are satisfied with the engineering clinic system. It includes the extent to which students agreed (on a scale of 1 to 5) that the clinic system: provides “realistic experiences like in the work world,” provides “useful hands-on experience in engineering,” enables students “to connect things from different disciplines,” “unifies engineering students in the same class but from different majors,” has students “spend time on learning material or approaches irrelevant to their major,” and that “too much work is expected for the amount of credit given in the clinics” (a frequent complaint that was voiced in the focus groups). III. The Interpersonal Climate: IIIA. Satisfaction with peer relationships (SATPEERS) The first indicator of interpersonal climate reflects satisfaction with peer relationships in the Engineering College. The items with high loading on this factor included: agreement (on a scale of 1 to 5) that engineering students at Rowan usually “care about me as an individual,” “listen to me when I am troubled,” “show that they respect me,” “support and encourage each other,” “are friendly,” “help each other out on coursework, projects & ideas,” “are approachable,” and “feel a sense of community in the Engineering College.” IIIB. Satisfaction with faculty-student interaction (SATFAC) The last indicator reflects satisfaction with faculty-student interaction. It included how strongly the student felt that the faculty “are approachable,” “are available… outside IIE-160
of classroom hours”, “are friendly,” “listen when I am troubled,” “support and encourage me”, “respect me”, “care about me as an individual,” and “care whether I learn the course material.” SATISFACTION WITH THE ENGINEERING PROGRAM Satisfaction with Programmatic Elements Level of Satisfaction with Programmatic Elements The first type of satisfaction reflected in the satisfaction factors is how satisfied Rowan students are with the opportunities afforded by the engineering program, and they appear to be quite satisfied. For example, nearly 90% agree that they can get the classes they need when they want them, 76% agree that departmental advisors do a good job, and nearly half are satisfied that there are ample opportunities to do independent research (Table IIE-1). As we show below in Chapter IIH, Rowan students tend to be more satisfied with many aspects of their program than students in other engineering programs. Satisfaction with this aspect of the program seems to grow as the students progress through the program 31 , as might be expected: more opportunities are offered to more advanced students, on the one hand, and less satisfied students will transfer out, on the other. 31 Again, we remind the reader that we are using cross-sectional data of one year in time, so that the differences between the years confound the effect of cohort differences and changes over time in the program (see above, where discussed in Ch. IID). IIE-161
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A GENDER LENS ON ROWAN UNIVERSITY
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EXECUTIVE SUMMARY BACKGROUND TO THE
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the program? In particular, how do
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various aspects of the program and
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However, the empowering effect of t
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with the delivery of lab work, team
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The perception of problems for wome
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• Have as high or higher academic
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These are important findings for an
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CHAPTER I-A INTRODUCTION The under-
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incorporate an inclusive pedagogica
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has specifically been advocated as
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affect intellectual identity and ac
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CLIMATE ISSUES DIFFICULT FOR WOMEN
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atmosphere separates students from
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successfully serve as a model for m
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uilt itself up into a full-fledged
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sensitive policy to sophomore year
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work together to continuously creat
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that students, in their exit interv
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presentations convincing to practic
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chapter on campus, which sponsors s
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academic year and their satisfactio
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Additional Information from Univers
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CHAPTER I-D THE ROWAN ENGINEERING S
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The rest of this chapter is based o
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TABLE ID-3 COHORT BY MAJOR (%’s)
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TABLE 1D-4 PERCENTAGE FEMALE IN MAJ
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Academic Achievement The level of a
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TABLE ID-6 PRE-COLLEGE ACADEMIC ACH
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London, 1992). Almost a third of th
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Parental occupations of male studen
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As we have mentioned above, about h
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All of the support items were recod
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science field. Males and females sh
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5) pre-college academic preparation
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program. Other students may opt to
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confidence at the beginning of each
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STUDENT INPUT Family and Socio- Dem
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CHAPTER II-B THE RELATIONSHIP BETWE
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making up this factor, while 22.4%
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(CONF STAY ENG) as the dependent va
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contrary to our expectations, it is
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students is .568, and for all stude
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However, the importance of backgrou
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TABLE IIB-4 MULTIPLE REGRESSION ANA
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oth that they will stay with engine
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The main gender differences through
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CHAPTER II-C ENGINEERING BEHAVIOR A
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grades is statistically significant
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shows us that the impact of both fa
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men’s and their mean GPA in engin
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TABLE IIC-4 ACADEMIC PERFORMANCE BY
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(1) The first type of involvement r
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participation in enrichment activit
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Page 113 and 114: These background characteristics ha
Page 115 and 116: In sum, in terms of enrichment acti
Page 117 and 118: Table IIC-11 SUPPORT BY FACULTY BY
Page 119 and 120: For males, living with other scienc
Page 121 and 122: TABLE IIC-14 PARTICIPATION IN HELP
Page 123 and 124: primarily the male’s career couns
Page 125 and 126: Finally, involvement in non-enginee
Page 127 and 128: The Rowan engineering females fall
Page 129 and 130: members to have slightly higher GPA
Page 131 and 132: CHAPTER II-D CHANGES IN ENGINEERING
Page 133 and 134: However, there is a gender differen
Page 135 and 136: Considering the possibility that no
Page 137 and 138: achievement. Academic self-confiden
Page 139 and 140: While the four self-confidence fact
Page 141 and 142: We separated our analysis by year i
Page 143 and 144: Similarly, for junior females, a hi
Page 145 and 146: In summary, we can see that over th
Page 147 and 148: in their computer skills and in the
Page 149 and 150: TABLE IID-3 CHANGE IN SELF-CONFIDEN
Page 151 and 152: engineering as the right major for
Page 153 and 154: TABLE IID-5 MEAN GRADE POINT AVERAG
Page 155 and 156: the senior year, we find the larges
Page 157 and 158: The programmatic elements of most i
Page 159 and 160: elated to satisfaction at the end o
Page 161: The second indicator of satisfactio
Page 165 and 166: Satisfaction Item TABLE IIE-2 SATIS
Page 167 and 168: Considering high school background
Page 169 and 170: TABLE IIE-5 MULTIPLE CORRELATIONS R
Page 171 and 172: TABLE IIE-6 MULTIPLE REGRESSION ANA
Page 173 and 174: with team work is lowest in the jun
Page 175 and 176: High School Background High school
Page 177 and 178: teams are also more likely to join
Page 179 and 180: Satisfaction Item TABLE IIE-12 SATI
Page 181 and 182: TABLE IIE-14 SATISFACTION WITH INTE
Page 183 and 184: TABLE IIE-16 MULTIPLE REGRESSION AN
Page 185 and 186: course of the academic year. It cou
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Page 189 and 190: a. Labwork (SATLAB) There is no gen
Page 191 and 192: TABLE IIE-22 SATISFACTION WITH ENGI
Page 193 and 194: indicated that there does not seem
Page 195 and 196: I. Programmatic Elements a-b. Satis
Page 197 and 198: II. Satisfaction with Applied Aspec
Page 199 and 200: administered during the different y
Page 201 and 202: higher among seniors. For both male
Page 203 and 204: TABLE IIE-26 MEAN SATISFACTION WITH
Page 205 and 206: engineering self-confidence was sim
Page 207 and 208: previous research, which suggests t
Page 209 and 210: WOMEN’S PARTICIPATION IN SWE AND
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difference in satisfaction with the
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program do not exhibit poorer pre-c
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Cohort beginning year: TABLE IIF-1
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Looking at gender differences in re
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from the university, or if they had
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TABLE IIF-5 ENGINEERING “STAYERS
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Leavers were less involved in engin
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TABLE IIF-9 ENGINEERING SELF-CONFID
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TABLE IIF-11 ACADEMIC ACHIEVEMENT O
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TABLE IIF-13 PARTICIPATION IN ENGIN
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TABLE IIF-14 ENGINEERING SELF-CONFI
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TABLE IIF-15 SATISFACTION WITH ROWA
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Previous research has suggested tha
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expected women’s perception of pr
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(4) We also expected the perception
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I’ll get hired somewhere.” Whil
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Remember that Rowan students were a
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As standardized factor scores, the
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We also could analyze the perceptio
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TABLE IIG-5 PERCEPTION OF PROBLEMS
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TABLE IIG-7 CHANGE IN PERCEPTION OF
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presumably with an understanding th
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correlations of each of the factors
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the junior female students to perce
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CHANGE IN PERCEPTION OF PROBLEMS OV
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TABLE IIG-13 CHANGE IN PERCEPTION O
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Issue TABLE IIG-14 CHANGE IN PERCEP
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TABLE IIG-17 PERCEPTIONS OF PROBLEM
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CHAPTER II-H COMPARISONS TO OTHER S
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TABLE IIH-1 ENGINEERING SELF-CONFID
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Rowan females are also more involve
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TABLE IIH-3 PARTICIPATION IN SELECT
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females agreed or strongly agreed t
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males vs. 50.0% females); at Rowan,
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Purpose of the Study PART III SUMMA
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Evidence that Rowan’s Program is
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tend to be more satisfied with the
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It is important to note that having
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new program, many changes were inst
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Cunningham, Christine M., Cathy Lac
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Marchese, A. J., Schmalzel, J. L, M
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Tinto, V. 1993. Leaving College: Re
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ENGINEERING STUDENT SURVEY I Dear S
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Family Background 11.What was the h
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29a. Did you ever have a female tea
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40. The statements listed below hav
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Name__________________ Social Secur
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7. During this academic year, how f
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26. From your experience, engineeri
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37. The statements listed below hav
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1. Your background, how long at Row
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APPENDIX B ENGINEERING SELF-CONFIDE
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