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13. Has your experience in the engineering clinics made you more or less positive about working in groups/teams? ¨ More positive ② Hasn’t changed my opinion about groups/teams Æ More negative 14. As of last semester, a. what is your overall GPA? ____________ b. what is your average GPA in your engineering courses? _______________ Non-Academic Activities 15. During this academic year, how frequently have you participated in any of the following activities? a. Participated in one or more (non-engineering specific) student organizations b. Participated in an intramural or varsity sport c. Socialized with nonengineering students Once a week or 1-3 times a month 1-3 times a semester or Never ¨ ② Æ Ø ¨ ② Æ Ø ¨ ② Æ Ø 16. Are you a member of a fraternity or a sorority? ¨Yes ②No 17. During this academic year, have you held any paid job? ¨ No (skip to question 22) ② Yes, one job Æ Yes, more than one job 18. How many weeks during the academic year (excluding the summer) did you work in a paid job? ----------------- 19. During those weeks that you worked (excluding the summer), what was the average number of hours per week you worked? ------------------ 20. Where was your primary place of employment? ¨ On-campus ② Off-campus 21. Were any of your jobs related to your academic or career interest? ¨ Yes, in engineering ② Yes, but not in engineering Æ No Interpersonal Interaction 22. During this academic year, how often have you talked with faculty about: Once a week or more 1-3 times a month 1-3 times a semester or Never a. course material, assignments, tests, etc. ¨ ② Æ Ø b. your career ¨ ② Æ Ø c. what courses to take ¨ ② Æ Ø d. other personal concerns ¨ ② Æ Ø 23. During this academic year, how often have you visited faculty in their offices or outside the classroom (e.g., during office hours or by appointment)? ¨ Never ② Once or twice Æ Occasionally Ø Often 24. During this academic year, have there been any particular faculty who encouraged you or were personally supportive of you? ¨ No ② Yes, female faculty Æ Yes, male faculty Ø Yes, both female and male faculty 25. From your experience, engineering faculty at Rowan usually: (Please indicate how true the following are for your experience. 1= not at all true, 2=somewhat untrue, 3=sometimes true and sometimes untrue, 4=somewhat true, 5=very true) a. are approachable ¨ ② Æ Ø ⑤ b. expect too much of students ¨ ② Æ Ø ⑤ c. are available to students outside of classroom hours ¨ ② Æ Ø ⑤ d. are friendly ¨ ② Æ Ø ⑤ e. expect everyone to act the same ¨ ② Æ Ø ⑤ f. listen to me when I am troubled about something ¨ ② Æ Ø ⑤ g. give me helpful feedback on papers, projects, and ideas ¨ ② Æ Ø ⑤ h. support and encourage me ¨ ② Æ Ø ⑤ i. show that they respect me ¨ ② Æ Ø ⑤ j. show they care about me as an individual ¨ ② Æ Ø ⑤ k. care whether I learn the course material ¨ ② Æ Ø ⑤ 306
26. From your experience, engineering students at Rowan usually: (Please indicate how true the following are for your experience. 1= not at all true, 2=somewhat untrue, 3=sometimes true and sometimes untrue, 4=somewhat true, 5=very true) a. are approachable ¨ ② Æ Ø ⑤ b. are very competitive ¨ ② Æ Ø ⑤ c. support and encourage each other ¨ ② Æ Ø ⑤ d. are friendly ¨ ② Æ Ø ⑤ e. help each other out on coursework, projects and ideas ¨ ② Æ Ø ⑤ f. work harder than non-engineering students at Rowan ¨ ② Æ Ø ⑤ g. are proud to be engineering students ¨ ② Æ Ø ⑤ h. feel a sense of community in the Engineering College ¨ ② Æ Ø ⑤ i. are highly regarded by non-engineers at Rowan ¨ ② Æ Ø ⑤ j. mix in well with non-engineering students at Rowan ¨ ② Æ Ø ⑤ k. listen to me when I am troubled about something ¨ ② Æ Ø ⑤ l. show that they respect me ¨ ② Æ Ø ⑤ m. show they care about me as an individual ¨ ② Æ Ø ⑤ Satisfaction with Engineering 27. How satisfied are you with your major in engineering? (Please indicate the extent to which you agree with the following statements.) a. I am personally satisfied with my choice of a college major b. I have no desire to change to another major (biology, English, chemistry, art, history, etc. c. I can think of several other majors that would be more rewarding than engineering d. I am confident that engineering is the right major for me e. The advantages of studying engineering outweigh the disadvantages f. The future benefits of studying engineering are worth the effort g. If I could start over, I would again choose to go to Rowan for my engineering degree Strongly Disagree Disagree Unsure Agree Strongly Agree ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ 28. People enjoy or dislike different things about engineering. (Please indicate the extent to which you agree with the following statements.) Strongly Disagree Disagree Unsure Agree Strongly a. I enjoy solving open-ended problems ¿ ¡ ¬ ➃ ƒ b. I enjoy problems that can be solved in different ways. ¿ ¡ ¬ ➃ ƒ c. I enjoy the subjects of science and mathematics the most. ¿ ¡ ¬ ➃ ƒ d. I enjoy laboratory work ¿ ¡ ¬ ➃ ƒ e. I enjoy working with computers. ¿ ¡ ¬ ➃ ƒ f. I like to reason mathematically. ¿ ¡ ¬ ➃ ƒ g. I like to trouble-shoot problems. ¿ ¡ ¬ ➃ ƒ h. I have a lot in common with other students in my department. ¿ ¡ ¬ ➃ ƒ i. I enjoy making presentations about my work. ¿ ¡ ¬ ➃ ƒ 29. How satisfied are you with the following aspects of the Rowan engineering program? (Please indicate the extent to which you agree or disagree with the following statements) Strongly Disagree Disagree Unsure Agree Strongly Agree a. Departmental advisors do a good job ¿ ¡ ¬ ➃ ƒ b. I can usually get the classes I need in the semester that I need them ¿ ¡ ¬ ➃ ƒ c. More lab experience would be worthwhile ¿ ¡ ¬ ➃ ƒ d. Expectations for lab work are explained well ¿ ¡ ¬ ➃ ƒ e. Lab work adds a lot to my understanding of course material ¿ ¡ ¬ ➃ ƒ f. Many of my classes are too large ¿ ¡ ¬ ➃ ƒ g. There are ample opportunities for students to do independent research at Rowan ¿ ¡ ¬ ➃ ƒ h. The grading system reflects students’ knowledge and competency in the subject matter ¿ ¡ ¬ ➃ ƒ i. There are ample opportunities offered for student internships in engineering ¿ ¡ ¬ ➃ ƒ j. Engineering courses are intellectually challenging ¿ ¡ ¬ ➃ ƒ k. The workload for engineering students is too heavy and difficult ¿ ¡ ¬ ➃ ƒ l. The pace of learning in many of the required courses is too fast ¿ ¡ ¬ ➃ ƒ m. Too much group work is required in the engineering classes ¿ ¡ ¬ ➃ ƒ n. Not enough attention is given to different styles of learning in engineering classes ¿ ¡ ¬ ➃ ƒ o. Engineering professors expect students to have better developed computer skills than they actually have ¿ ¡ ¬ ➃ ƒ 307
Page 1 and 2:
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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Having a sibling who went to colleg
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These background characteristics ha
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In sum, in terms of enrichment acti
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Table IIC-11 SUPPORT BY FACULTY BY
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For males, living with other scienc
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TABLE IIC-14 PARTICIPATION IN HELP
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primarily the male’s career couns
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Finally, involvement in non-enginee
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The Rowan engineering females fall
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members to have slightly higher GPA
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CHAPTER II-D CHANGES IN ENGINEERING
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However, there is a gender differen
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Considering the possibility that no
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achievement. Academic self-confiden
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While the four self-confidence fact
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We separated our analysis by year i
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Similarly, for junior females, a hi
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In summary, we can see that over th
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in their computer skills and in the
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TABLE IID-3 CHANGE IN SELF-CONFIDEN
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engineering as the right major for
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TABLE IID-5 MEAN GRADE POINT AVERAG
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the senior year, we find the larges
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The programmatic elements of most i
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elated to satisfaction at the end o
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The second indicator of satisfactio
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of classroom hours”, “are frien
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Satisfaction Item TABLE IIE-2 SATIS
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Considering high school background
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TABLE IIE-5 MULTIPLE CORRELATIONS R
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TABLE IIE-6 MULTIPLE REGRESSION ANA
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with team work is lowest in the jun
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High School Background High school
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teams are also more likely to join
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Satisfaction Item TABLE IIE-12 SATI
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TABLE IIE-14 SATISFACTION WITH INTE
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TABLE IIE-16 MULTIPLE REGRESSION AN
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course of the academic year. It cou
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gender difference are female studen
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a. Labwork (SATLAB) There is no gen
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TABLE IIE-22 SATISFACTION WITH ENGI
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indicated that there does not seem
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I. Programmatic Elements a-b. Satis
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II. Satisfaction with Applied Aspec
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administered during the different y
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higher among seniors. For both male
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TABLE IIE-26 MEAN SATISFACTION WITH
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engineering self-confidence was sim
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previous research, which suggests t
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WOMEN’S PARTICIPATION IN SWE AND
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ole models for engineering in the f
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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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Page 259 and 260: the junior female students to perce
Page 261 and 262: CHANGE IN PERCEPTION OF PROBLEMS OV
Page 263 and 264: TABLE IIG-13 CHANGE IN PERCEPTION O
Page 265 and 266: Issue TABLE IIG-14 CHANGE IN PERCEP
Page 267 and 268: TABLE IIG-17 PERCEPTIONS OF PROBLEM
Page 269 and 270: CHAPTER II-H COMPARISONS TO OTHER S
Page 271 and 272: TABLE IIH-1 ENGINEERING SELF-CONFID
Page 273 and 274: Rowan females are also more involve
Page 275 and 276: TABLE IIH-3 PARTICIPATION IN SELECT
Page 277 and 278: females agreed or strongly agreed t
Page 279 and 280: males vs. 50.0% females); at Rowan,
Page 281 and 282: Purpose of the Study PART III SUMMA
Page 283 and 284: Evidence that Rowan’s Program is
Page 285 and 286: tend to be more satisfied with the
Page 287 and 288: It is important to note that having
Page 289 and 290: new program, many changes were inst
Page 291 and 292: Cunningham, Christine M., Cathy Lac
Page 293 and 294: Marchese, A. J., Schmalzel, J. L, M
Page 295 and 296: Tinto, V. 1993. Leaving College: Re
Page 297 and 298: ENGINEERING STUDENT SURVEY I Dear S
Page 299 and 300: Family Background 11.What was the h
Page 301 and 302: 29a. Did you ever have a female tea
Page 303 and 304: 40. The statements listed below hav
Page 305 and 306: Name__________________ Social Secur
Page 307: 7. During this academic year, how f
Page 311 and 312: 37. The statements listed below hav
Page 313 and 314: 1. Your background, how long at Row
Page 315: APPENDIX B ENGINEERING SELF-CONFIDE
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