)?F; Crump, B.J.2004cThe new arrival minority: Perceptions of their first-year tertiary programming learning environment:Journal of Women and Minorities in Science and Engineering101mInternational students Minorities Culture Discrimination Reentry Students Computer Science University ClimateThe article explores the experiences of immigrant and international students--"the new arrival minority"- through semi-structured interviews with tertiary students studying 1st-year programming in New Zealand. The author organized the open-ended answers based on categories of language and culture, collaborative work, being a minority, racism, treatment by teachers, enrollment policy, course content, and differences between countries. The results were used to determine which factors affected the experiences of the new arrivals most. The answers provide some teaching and environmental recommendations to improve students' experiences.-http://crpit.com/confpapers/CRPITV30Crump.pdfInternational and immigrant students, or "new arrivals," are a growing cohort at universities who face unique language and cultural challenges. To explore how these students' experiences vary from others' and to improve these experiences, the author administered the CUCEI (an existing survey instrument which assesses students' perceptions of social climate) to 125 students, observed students in various settings, and conducted interviews with 28 1st-year tertiary programming students at three different universities in Wellington, New Zealand. The author analyzed the interview responses in terms of the following categories: language and culture; collaborative work; being a minority; racism; treatment by teachers; enrollment policy; course content; and differences between countries. The author provides multiple examples of open-ended responses from the interviews to expound on her findings. Language and cultural differences were the most significant problems faced by the new arrivals, especially the first few months. Many students observed that programming was easier than other courses which require greater written fluency. Learning in a foreign language also appeared to force students to become more "independent learners." Two younger students (19 and 20 years old) experienced loneliness, and had problems dealing with the strange culture and difficult language; however, they were over a decade younger than the average new arrival interviewed (32 years old). Age affected the new arrivals' experiences; student maturity and experience led to an easier adjustment. Some students said that this explained their not being affected by racism or other interpersonal problems. Language differences were a barrier to collaborative work in classes, because native students were reluctant to work with the new arrivals. Some students found it difficult to communicate with students of the same ethnicity who spoke different dialects during group work. Despite commonly held beliefs about the benefits of group work, due to varying levels of competency, too much collaborative work can create an unequal learning environment. One student was frustrated by group work because his group relied too heavily on his assistance. Students criticized the course content because it focused too heavily on simple, step-by-step approaches and did not provide a deeper understanding of concepts. However, the students greatly praised practical work because it gave them real-world experience. Students also recommended more practice and repetition, and appreciated instructors' clear explanations of concepts and expectations for time frames. Surprisingly, issues of racism and being a minority were not problematic. Most students reported that it "doesn't matter" or didn't "affect me that much." In fact, one older student reported being surprised at how well younger students accepted him. Again, age may have been influential in the students' experiences. Also, the urban location of the universities provided a multicultural population which was perhaps more accepting of diversity. Students gave the greatest praise to personal contact with teachers; they specifically appreciated instructors who treated all students equally, were open to questions, and responded thoroughly. The author notes recommendations from Burns (2001) to ease new arrivals' problems, especially with culture and language. These recommendations are a longer familiarization period, mentoring by students of similar ethnicity, pairing students with faculty members, and additional technical and colloquial language classes.The author offers new perspectives on the experience of international and immigrant students, and suggests many areas for improvement. Instructors should try to be accessible, fair, and friendly to all their students. Providing real-world, practical experience and homework in the classroom also helps students. Step-by-step instructions may be too easy for college students and do not provide deeper level understanding of concepts. Instructors should be selective when assigning collaborative work, so that students do not discourage one another through competition. During the freshman year, students' confidence is especially vulnerable. Ask how they are doing in class. Ask "new arrivals" about issues of language and culture to see if there are any ways to help smooth their transitions into a new environment. Recognize that older, mature students may have an easier time adjusting and dealing with the stresses of living and learning in a foreign environment than their younger counterparts. Burns (2001) recommends a longer familiarization period, mentoring by students of similar ethnicity, pairing students with faculty, and additional technical and colloquial language classes.)International and immigrant students, or "new arrivals," are a growing cohort at universities who face unique language and cultur7;Asirvatham, M.2004#Enriching science through diversity2004March 31STeaching Culture Course Content and Curriculum Inclusively Accessibility/DisabilityThis is a short opinion piece drawn from personal experience in which the author points out that science offers a platform for uniting students regardless of backgrounds. She focuses on concrete methods of embracing diversity in the science classroom and discusses the importance of international teaching assistants and laboratory work. The value and utility of this article is that the author provides a helpful list of one sentence, easily grasped, teaching tips, reprinted below:1http://www.colorado.edu/ftep/diversity/div12.html electronic1. Remind students that science is a human endeavor and requires contributions from many different people to solve problems that could affect all of us. Incorporate scientific issues that affect society at the local, national, and global level. 2. Make a special effort to emphasize the contributions of a diverse group of scientists. 3. Treat all students with respect, show that you really care about their learning, and strive to provide an atmosphere where all students feel comfortable to ask questions. 4. When calling on students in class, try to include as many different students as possible. Be sensitive to cultural differences. 5. Use a variety of teaching styles and instructional technology to address the different learning styles in the diverse classroom. 6. Encourage study groups which bring together students from diverse backgrounds, to foster mutual respect and cooperation. 7. As part of TA training, encourage teaching assistants to embrace diversity and facilitate interactions in the laboratory that are beneficial to the learning process. 8. Address the special needs of women, minority and disabled students by providing information on resources such as the Minority Arts and Sciences Program or Disabled Student Services. 9. Encourage students with special needs to see you during office hours, and offer to visit dormitories to facilitate informal interactions with your students. 10. Offer review sessions, especially welcoming those students who are shy or inti hThe two main barriers to the learning and persistence of disabled students are lack of knowledge on the part of instructors, and lack of communication between students and instructors. The paper encourages instructors to take the lead in providing reasonable accommodation as their university policy requires and to recognize that these accommodations, whether involving time or material, are not "preferences." Close to 10% of undergraduates nationwide report having a disability of some kind. Many of these disabilities are not visible or were only identified recently. Some students are used to advocating for themselves and were accommodated in high school; others are only just finding out about their disability. Unidentified learning disabilities may lead to ridicule on the part of instructors who do not understand why a student has difficulty writing or solving problems. It is the instructor's responsibility to identify students who may be struggling with these issues and, without attempting to diagnose them, refer them to writing or math assistance centers on campus. Students may sometimes wait until later in the semester to bring up accommodation because they don't want to "inconvenience" their instructor. Unfortunately, this delay may inconvenience the instructor more than the accommodation would have at the beginning of the semester. Besides being proactive about soliciting requests for accommodations in their syllabi, instructors should refrain from singling out disabled students or making them feel unwelcome. Their peer group may already be unsupportive. Instead, students with disabilities should be integrated into the classroom as a whole through cooperative group work, high expectations, active learning, communication, feedback, and attention to diversity issues and student "time on task." Clear communication, which assists students with learning disabilities, can enhance course material for other students as well.Inform yourself about the disability policy of your university by contacting your local student services office. Place an announcement in your syllabus stating that students with disabilities should contact you for accommodations. Be open to discussing their needs and be flexible if they need more time to complete work. Do not feel uncomfortable if a student advocates forcefully for himself or herself, but understand that the student has developed this skill because of previous experiences. Speak to disabled students the same way that you would interact with any other student, and encourage classroom practices where students can meet and talk with those who are different from themselves. s competitive by encouraging socialization and not grading on a curve. And, of course, treat your students with respect.This short paper is drawn from the personal and professional experience of two female computer science professors. The authors begin with a brief discussion of cultural obstacles that face women who are interested in working with computers, including lower self-confidence, lack of mechanical experience, absence of role models, and the aggressive culture of computer gaming. The authors have many suggestions for improving the computer science climate on campus. They begin and end by noting the crucial importance of the human element- the opportunity to connect personally with a faculty member an"@;/Colbeck, C. L. Cabrera, A. F. Terenzini, P. T.2001dLearning professional confidence: linking teaching practices, students' self-perceptions, and gender324-352Review of Higher Education423[Expectations Self-perception Classroom climate Engineering Teaching Collaborative learningThis study investigated relationships among teaching practices, classroom climate, and Engineering students' self-perceptions (expected grades, self-confidence of pursuing an Engineer-related occupation, intention to persist and expected grades). Analysis of a 1998 teaching practices questionnaire collected from 1,258 Engineering students revealed that faculty efforts in the classroom have important and significant influences on students' gains in their confidence to become an engineer, their expected grades, motivation, responsibility, and their intent to persist above and beyond students' highest degree expected, socioeconomic background or their SAT math and verbal scores. Effective teaching practices enhancing learning and persistence by women and minorities in STEM fields uncovered by this study include: Collaborative learning, quality feedback, interaction with students, clear and organized expectations and the fair and equal treatment of all students. More than one-third of the students who leave science and engineering cite poor teaching as their primary reason for changing majors (Seymour & Hewitt, 1997). For college students, continuous, specific, and immediate feedback and teacher clarity have been associated with achievement (Feldman, 1976) and with motivation to continue in academic programs (Murray, 1991). Students' self-perceptions of their ability to learn are also important in understanding whether they actually learn and persist in STEM majors. In general, the higher a student's self-perceptions (also called self-efficacy), the higher the likelihood that the student will exert effort and will to accomplish academic tasks. Some research indicates that student self-perceptions are better predictors of academic performance than objective measures of ability (Hackett et al., 1992; Pajares & Miller, 1994). This study focused specifically on self-perceptions as related to engineering. It investigated what teaching practices and characteristics of the classroom climate contribute to female and male undergraduates' positive perceptions of themselves, which may reliably be linked to changes in students' academic and career self-perceptions. The study looked at changes in three academic self-perceptions: i) intent to persist, ii) perceived responsibility for learning, and iii) outcome expectations. Students' intent to persist in college has been found to be a strong predictor of actual college completion (Cabrera et al., 1992). This study found teaching practices exerting greater effects on gains in self-perceptions than students' perceptions of classroom climate or their background characteristics (e.g. socioeconomic status, SAT scores, highest degree expected). Instructor Interaction and Feedback, and Collaborative Learning, were significantly and positively associated with gains in all five self-perceptions. The more instructors interacted with students, provided detailed and frequent feedback, and provided opportunities to work together, the more students believed they would complete their degrees, gained a sense of responsibility for their own learning, believed they would get a high grade in the class, and gained in confidence and motivation to become engineers. Lecture's clarity and organization was also significantly and positively associated with gains in three self-perceptions. The more clearly instructors explained their assignments and expectations, the more students believed they would complete their engineering degree and the more students gained in confidence and motivation to become engineers. Faculty impact on the classroom climate was related to changes in two self-perceptions. The more students perceived that their instructors treated male and female students the same, the more students' sense of responsibility for their own learning increased and the higher was their motivation to become engineers. Peer impact on the classroom climate, however, was not associated with changes in students' self-perceptions.Both male and female undergraduate students' gains in self-perceptions can be fostered in the classroom by frequent interaction with, and feedback from, the instructor, by proving opportunities to work collaboratively with peers, and by clear instructions and structure from the instructor. To build positive student self-perceptions, faculty should: I. use collaborative and active learning practices, II. provide quality feedback, III. interact with students, IV. bring clarity and organization to the lecture and class assignments, V. make expectations clear to the students when assigning projects or ill-defined problems VI. incorporate examples or activities that convey a clear idea of the kind of work Engineer graduates face VII. treat all students equally and fairly. More than one-third of the students who leave science and engineering cite poor teaching as their primary reason for changing majors 7 s4;Ferreira, M. M.20023The research lab: A chilly place for graduate women85-98:Journal of Women and Minorities in Science and Engineering81TDiscrimination Graduate school Advising Women Laboratory Expectations Culture SexismThis article is a case study based on two interviews with female chemistry graduate students. One student faced hostility from male senior graduate students when she was beginning her program, but was able to change the culture in the lab when she became a senior student herself. The second student liked her advisor personally when she met him, but discovered that he would not evaluate her fairly after she entered the program. She was unable to complete her Ph.D.60% of women surveyed in science departments have experienced harassment due to their gender. The statistics for the chemistry department evaluated in this study showed that women and men were on par in terms of their grades, but women dropped out at a higher rate than men (44.9% v.s. 31.2%). Women also reported spending slightly fewer hours in the laboratory. The author's suspicions that women were being unfairly treated in the department were confirmed by two detailed interviews with Caucasian, American-born women in the program. Their histories were quite different from one another, but both were significantly affected by sexism during their graduate program. "Sally's" parents encouraged her to learn about science from a young age. She was not particularly interested in school and was advised to enter a local college. Sally became very interested in chemistry during college and decided to specialize in environmental issues. She entered graduate school and was immediately faced with a forbidding lab environment over which her advisor exercised little influence. She felt intimidated and was ridiculed by the male students. When she became a senior student, she changed the lab environment to make it less competitive. She also networked with other women in science and used her social support systems to make it through the program. She earned her Ph.D. and was hired by a corporation. "Anne" was always academically confident. She double majored in chemistry and math in college because of her enthusiasm for the subjects. She entered graduate school because of difficulties with the job market, and chose an advisor who she thought would be congenial. However, she found that he was not rigorous with his male students, but scrutinized and often publicly criticized her work. She tried patiently to make it through exams, for which she studied thoroughly; but, no matter what she did, he was not satisfied. She finally left the program without complaining publicly.fAttempt to influence departmental culture and welcome women. Be aware of interpersonal dynamics that may occur in the laboratory. If one of your students is being hard on his female peers, tell him to change his behavior. Include your female students in social and professional networks. Evaluate all your students fairly, regardless of their background.60% of women surveyed in science departments have experienced harassment due to their gender. The statisti wD; &Garcia-Barbosa, T. J. Mascazine, J. R.19982Guidelines for college science teaching assistants ERIC Digest EDO-SE-98-11 Columbus, OHHERIC Clearinghouse for Science, Mathematics, and Environmental EducationbTeaching Learning styles Active learning Assessment Communication Class Discussion Graduate schoolThis article is a useful resource on effective teaching for teaching assistants. It lists various ways a course material can be presented for effective learning retention. This paper does not cater exclusively to science teaching.qhttp://www.ericdigests.org/2000-2/assistants.htm http://www.ericfacility.net/databases/ERIC_Digests/ed433193.htmlInstructors should pay attention to how students learn and inform students of the importance of the course material. They should try to make course material comprehensible through the use of examples, references, previous material and experiences. Revisiting topics and using assessment tools such as quizzes, checklists, and brainstorming can help students retain information. Instructors can demonstrate to students how to organize course material into outlines, flowcharts, concept maps, and diagrams. Instructors can motivate students through positive interactions. The instructor should make clear his or her goals and expectations and be supportive to students. The classroom environment should encourage expression of ideas and questioning. Using a range of instructional strategies such as lectures, discussions, experiential learning, and case studies can address various learning styles. Note-taking during lectures helps students retain material. Discussions facilitate analytical thinking and application of course material. Experiential learning (internships, field work, cooperative learning situations) help students understand real-life problems. Case studies encourage students to revise, recall and apply course material to solve problems. Use of appropriate media for teaching enhances the learning experience of students. Videos can be used to demonstrate a procedure that cannot be demonstrated in class. Instructors should prepare an outline of the video's main points and questions that will allow for critical thinking. Instructors can also use visual aids such as transparencies, models or slides. The authors have many suggestions on how to optimize PowerPoint presentations. Additionally, they include a list of internet-based resources on teaching. The authors recommend that teaching assistants attend workshops and seminars on teaching and educate themselves about effective teaching practices.See extended summary.Instructors should pay attention to h c0;Hassoun, S. Bana, S.2001bPractices for recruiting and retaining graduate women students in computer science and engineering106-107=International Conference on Microelectronic Systems EducationLos Alamitos, CAIEEEgComputer Science Women Social support Mentoring Recruitment Retention Special Programs Reentry StudentsIThis manuscript lists 43 practices followed in 1997 by Computer Science and Engineering Departments (CSE) to recruit and retain female graduate students. Those practices are organized in terms of 7 rubrics, including: 1) positive departmental environment, 2) role models, 3) support groups, 4) academic and professional support, 5) attracting and retaining freshmen, 6) addressing family responsibilities, and 7) special programs. The authors did not follow sound qualitative methods in gathering this information. No studies are cited to support the validity of the practices listed.Ghttp://csdl.computer.org/comp/proceedings/mse/2001/1156/00/11560106.pdfThe manuscript presents the results of a series of interviews conducted among members of several Departments of Science and Engineering in attendance at the 1997 Grace Hopper Women in Computing Conference. The purpose of the study was to identify those practices deemed successful for attracting and retaining female graduate students. The central issue of the conference was the "shrinking pipeline" phenomenon - the attrition which occurs as women progress toward advanced degrees. Not only do women earn proportionally substantially fewer B.S. degrees in Computer Science than men, but they earn proportionally even fewer master's degrees and still fewer doctoral degrees. This leads to a substantial underrepresentation of women in the field, causing both a shortage of qualified professionals overall and the exclusion of women from participating in designing systems and products. Successful practices are those that address the needs of female graduate students in a holistic manner. Recommended practices target academic, financial and social needs. The listed activities also emphasize the need for faculty to be aware of learning styles, the need to discuss career paths, and the need to connect female graduate students with role models in high-level administrative and faculty positions.eBe aware of differences in learning styles and provide a clear description of careerX[dD{;Montgomery, S. Barrett, M.C.1997JUndergraduate women in science and engineering: Providing academic supportCRLT Occasional Paper No.8 Ann Arbor, MIUniversity of Michigan_Women Self-perception Faculty Communication Social support Teaching Mentoring Classroom climateThis paper extensively reviews the literature focusing on four areas deemed critical to women's success in STEM fields: classroom climate, self-confidence, interaction with faculty, and interaction with peers. For each area, the paper summarizes research findings from as many as 10 research studies. Each section then follows immediately with brief and to-the-point suggestions for educators based on those findings. The manuscript is well researched and the recommendations are grounded in the literature./http://www.crlt.umich.edu/publinks/CRLT_no8.pdfWhile female students in STEM fields begin their college careers with academic credentials comparable to men's, women abandon STEM majors in at greater proportional rates than men do. Undergraduate STEM fields are an area in which barriers to the persistence of women students still exist. But educators can positively impact the college experience of undergraduate STEM women and encourage their persistence by addressing classroom climate, self-confidence, and their interaction with faculty and classmates. Classroom Climate: Research findings suggest that while most faculty are supportive of women in their courses, some support an overly competitive atmosphere unfriendly to women, interact more with men, and respond more positively to men. Self-Confidence: Research findings suggest that during their college careers, women's confidence levels decrease. Moreover, this decrease in confidence is unrelated to their actual ability or achievement. While men tend to attribute success to personal ability and failure to external factors, women conversely tend to attribute their success to external factors and their failures to personal inabilities. The general perception of scientists and engineers being men, coupled with a lack of confidence in their future ability to balance a STEM career with family, diminishes women's self-confidence. Interactions with Faculty: There is a correlation between student confidence and persistence and informal contact with faculty, which is especially strong with positive student-faculty contact. The inapproachability of STEM faculty, coupled with lack of adequate advising, is of serious concern for women students. Interaction with Peers: Research findings demonstrate that women in STEM fields often feel isolated and perceive resentment by male students. They are frequently interrupted, and their contributions often ignored. Confident women in STEM classrooms elicit negative responses from male peers, leading many to hide their academic ability.Suggestions for improving classroom climate: These suggestions are focused on recognizing that women have different learning styles. Allow more time after asking questions before calling for answers. Intervene if students are interrupted. Use students' names. Encourage student cooperation by assigning grades using fixed criteria rather than curves. Suggestions for improving self-confidence: Focus on recognizing individual academic accomplishment. Greet students outside of classrooms and inquire about academic progress and future plans. Invite women guest speakers, particularly alumnae. Suggestions for improving interactions with faculty: Encourage positive faculty contact, including informal discussions of career plans and graduate study. Treat all questions seriously. Watch for indirect messages of low self-confidence such as self-deprecating behavior or speech, and offer special encouragement to those students who exhibit them. Suggestions for improving interaction with peers: Praise women's individual accomplishments, attempt to create cooperative vs. competitive learning environments (e.g. group work) and actively challenge sexist attitudes.While female students in STEM fields begin their college careers with academic credentials comparable to men's, women abandon STEM majors i&@D; ,Reddick, L. Jacobson, W. Linse, A. Young, D.In press7A framework for inclusive teaching in STEM disciplines.7Teaching Inclusively: Diversity and Faculty Development M. OuellettStillwater, OklahomaNew Forums Press5Teaching Learning styles Women Minorities Inclusively#The authors advance a framework to assist STEM faculty in inclusive teaching. The framework is based on five dimensions, including: 1) Accurate Problem Definition, 2) Provision of Redundant Systems, 3) Expert Practice, 4) Management of External Constraints, and 5) Comprehensiveness. Each dimension involves examination of the course in light of learning objectives, student learning styles and classroom climate issues. The document does not provide examples of inclusive teaching practices. No data are provided to ground the advanced framework.@http://www.mines.edu/research/cee/Inclusive_teaching_revised.pdfThe manuscript is organized into three sections. Section 1 proposes a conceptual framework for inclusive teaching in STEM disciplines and is accessible for people familiar with STEM educational development literature. Section 2 describes James Banks' Five Dimensions of Multicultural Education and is appropriate for practitioners comfortable with the literature of diversity and multiculturalism. The authors suggest that those primarily interested in helping STEM faculty develop more inclusive teaching practices should begin with Section 3 (which offers examples of "entry points for talking about inclusive teaching with STEM faculty"). The authors, however, do not provide specific examples of teaching practices. Section 1 offers extensive and troubling statistics on the lack of retention of women and minorities in STEM. Female and minority students who are often more academically qualified than their majority peers are leaving the field, perhaps because of negative experiences during college or their perception of a "chilly climate" awaiting them in the workforce. The promise of financial well-being has not been enough to change these students' minds. The author's five "inclusive teaching in STEM" dimensions include: Accurate Problem Definition, Provision of Redundant Systems, Expert Practice, Management of External Constraints, and Comprehensiveness. This framework builds upon James Banks' (1996) five dimensions of multicultural education: Content Integration (utilizing multicultural resources), Knowledge Construction (questioning assumptions and biases within a given field), Prejudice Reduction, Equity Pedagogy (teaching to address students' perspectives and backgrounds), and Empowering School Culture (re-envisioning institutional culture as a culture of respect). Accurate Problem Definition involves clearly identifying goals, rationales, starting conditions, appropriate design, and principles of implementation to achieve optimal learning outcomes. The authors ask STEM faculty to examine course design, beginning with identifying what is important for students to know and explicitly articulating why that information is important, followed by considering the ways in which students achieve mastery in their particular discipline. Provision of Redundant Systems involves recognizing that an effective system is designed to monitor and respond to feedback, adapt to changing conditions, and provide alternate strategies when difficulties occur. The author asks STEM faculty to recognize that even well-designed systems face unanticipated obstacles, making it necessary to provide more than one means to a desired end. Ultimately, this involves designing learning experiences based not just on how instructors have taught before or how they originally learned the material themselves, but on the complexity of the learning goals and full range of students' capacities to learn. Expert Practice involves effective teaching which is not biased to favor particular outcomes for particular learners. Many instructors may believe that their classrooms provide neutral conditions for learning, but research demonstrates that some learners come into STEM classrooms expecting to find the field biased against them. Expert Practice requires proactive demonstration by instructors that all students who fulfill their course requirements have an equal opportunity to learn. (Examples are given in the article). Management of External Constraints involves anticipating, minimizing or compensating for ways in which teaching and learning processes and outcomes are influenced by environmental factors and other external constraints (the numerous factors which affect students before they take a course and while they are taking it). Several examples are discussed in the article, as well as suggested approaches for resolving some of these issues. Comprehensiveness includes maintaining the thoroughness and rigor of what is taught, and grounding assignments in actual (rather than idealized) conditions. Again, multiple examples are given that emphasize that attention to Comprehensiveness adds the positive message that it is possible to succeed as a female or a person of color, provided that the learner is willing and capable.The article is aimed at faculty development professionals. It does not illustrate instructional practices; however, STEM instructors may find the five dimensions useful in examining the extent to which they are using inclusive teaching practices.The manuscript is organized into three sections. Section 1 proposes a conceptual framework for/ lD;  Riley, D.2003?Pedagogies of liberation in an engineering thermodynamics classIAmerican Society For Engineering Education Annual Conference & Exposition]Women Engineering Feminism Class Discussion Classroom climate Teaching Assessment CompetitionThis article describes an unusual but productive reframing of engineering education using feminist and critical thinking "liberation pedagogies." The specific changes in the course were: an emphasis on student participation and discovery, connecting thermodynamic theories to everyday physical phenomena, discussions of engineering ethics and the philosophical and subjective aspects of scientific research, and inclusion of the inventions of women and people from non-Western civilizations.thttp://www.science.smith.edu/departments/Engin/pdf/Pedagogies%20of%20Liberation%20in%20an%20egr%20thermo%20class.pdfJPedagogies of liberation have been discussed outside of engineering circles for some time. It is an unusual innovation to implement these principles in an engineering setting. Key to the "liberation" concept is empowering students to feel comfortable making mistakes, speak up in class, and share examples from everyday life to make the course material a part of their experience. This process involves the instructor actively changing the dynamic of competition in the classroom into one of mutual respect between the professor and all the students. When students feel respected, they are more likely to participate and become active, aware, creative and self-motivated learners - crucial skills for success in today's workplace. "Liberation" pedagogy combines the principles of good engineering education - clear objectives, relevant course material, inductive teaching, combining concrete and abstract information, active and cooperative learning, and personal congeniality - with feminist principles that include a broad contextual and even interdisciplinary focus, connection with everyday experience, a social rather than military emphasis, communication skills, ethics, critical thinking, cooperative and interactive teaching strategies, and inclusion of women scientists' work. Many of these principles have been recommended in ABET's national reports on engineering education. "No education is politically neutral," the author states. She believes that the social values of engineering are highly conservative, and that this fact is not acknowledged by faculty. She questions the ethics of raising generations of engineers to operate in a "values vacuum" which prepares them to work for any employer, regardless of dangerous products or exploitative practices. The following changes were made to the Engineering Thermodynamics course in order to implement the values described above: 1. "Connecting Experience to Life." Students completed three open-ended assignments each semester to connect thermodynamic principles with everyday activities. ¼ of the students said on their course evaluation forms that this was one of their top three favorite activities in the course. 2. "Students as Authorities in the Classroom." Students were asked to teach each other and develop educational projects as a group. 3. "Creating Community." The classroom was rearranged so that the students could sit in a circle. This structure created a less-competitive atmosphere and was rated highly by 40% of the students. 4. "Taking Responsibility for One's Own Learning." The class discussed the importance of learning to do derivations, took ungraded concept tests and participated in "weekly reflections on learning." Some students were disappointed that they were required to do the reading before class. The instructor did not change her policy, believing that self-reliance is an important skill. 5. "Ethics." The instructor used four case studies on a variety of topics to stimulate discussion. This assignment was rated highly by 40% of the students. 6. "De-Centering Western Civilization." In the future, the instructor plans to include many technical innovations by inventors not usually recognized in the engineering curriculum. Many products developed in early China and the Islamic world, as well as American women's inventions, will be highlighted and integrated with the tests, problem sets, and reading. 7. "Problematizing Science as Objectivity and Normalizing Mistakes." This concept, originally from the social science and liberal arts fields, lends itself well to Thermodynamics because of the historical sequence of theories that attempted to explain the subject. 25% of students rated the history and philosophy of science pieces highly. The course also included many problem-solving exercises in class in which students were encouraged to develop their own solutions and to become comfortable making mistakes. 8. "Assessment." Exams were deemphasized in favor of quizzes, homework and projects. Small class sizes and time for curriculum development facilitate the transition to student-centered learning. However, some of these principles can be implemented even when time is limited or the class is larger (>20 students). In general, with a skilled instructor, students may benefit from increased critical thinking, a more collaborative environment, and an emphasis on participation and application.zDepending on the course sizes that you are working with and your time availability. Integrate student-centered methods into your teaching. Equip students to become self-directed learners who can discover the applications of abstract concepts and develop their ethical and critical thinking abilities - this will allow them to see engineering as a part of society rather than a purely profit-driven pursuit. It will also appeal to the more altruistic students in your classes and benefit the profession as a whole. Instill in students an appreciation for life-long learning", and encourage them to think critically. When students are empowered and feel respected, their attitudes often improve because they are less discouraged and apathetic. Discussion of ethics and societal concerns "often provides both context and motivation" for students to solve quantitative problems. When field trips, discussions and demonstrations are added to a course, this means that students must read the textbook on their own. For students used to passive learning, this can be frustrating at first, but the change will help them to develop good working habits.OPedagogies of liberation have been discussed outside of engineering circles for some time. It is an unusual innovation to implement these principles in an engineering setting. Key to the "libera uman capital" approach, the research sought to assess the extent to which quality of doctoral students' experiences and performance could be attributed to family background, gender, race, finances and undergraduate education performance and experiences. Particular attention was placed on breaking down the analyses in terms of gender and race across academic disciplines. The authors found significant differences in race, sex, social class and other demographic distinctions among doctoral students on a broad array of variables relating to progress and performance. Engineering students in general tend to come from more wealthy and more highly educated backgrounds than other science and math students. There was a high correlation between African Americans' fathers' occupation level (e.g. social status) and their publication rate. African American engineering students were also likely to have mothers with well-paying jobs, while white and Asian engineering students were more likely to have mothers who were homemakers and fathers who had advanced degrees. There were racial differences in the college and employment background of the students surveyed. African American students were most likely to take a significant amount of time to work between college and graduate school. Hispanic and White students are most likely to go directly from college into a graduate program. Asian and White students were most likely to have attended a prestigious college. Both gender and race are strongly correlated to levels of publication. In science and math fields, African American and Hispanic students were less likely to publish and present at professional conferences than were white and Asian students. In engineering, these differences were not significant. The author's main conclusion is that African American students are disadvantaged by their "deficits in human capital." This article, while reporting on a forceful descriptive study, unfortunately does not address the causative connections between the components of human capital and the performances of the groups studied, nor does it examine inclusive and engaging classroom activities which could benefit underrepresented minorities.Create opportunities to engage underrepresented graduate students in research activities. Make certain to socialize them into the academic discipline and encourage them to submit papers for publication and to present at professional conferences.  inclusive teaching in STEM disciplines and is accessible for people familiar with STEM educational development literature. Section 2 describes James Banks' Five Dimensions of Multicultural Education and is appropriate for practitioners comfortable with the literature of diversity and multiculturalism. The authors suggest that those primarily interested in helping STEM faculty develop more inclusive teaching practices2<; Sax, L. J.1994Retaining tomorrow's scientists: Exploring the factors that keep male and female college students interested in science careers45-61:Journal of Women and Minorities in Science and Engineering1GExternal Influences Social support Retention Women Undergraduate CareereThe article explores the different factors that influence female and male college students to persist in science or engineering careers through a study of the science career aspirations of 15,519 college freshmen. The study takes into account multiple factors, including background characteristics (such as race, parents' careers, high school activities, reasons for coming to college, etc.) and students' intended major. In addition, the study includes environmental variables such as living arrangements, peer and faculty environment, institutional characteristics, and student involvement (courses taken during college, experiences and activities during college, etc.). While 20.6% of men enter college with science career aspirations, only 6.4% of women have the same goals. However, persistence rates for science careers for men (40.2%) are close to that of women (35.1%) (see Table 1 and Table 2). The majors which most men change to after leaving a science major are business, the military, and law; for women, business, education, and medicine are the most popular majors to change to after science (see Table 3).ZPersistence in science for both men and women is related to good high school grades, high self-rating in math ability, and having a father who is an engineer. Having the goal of raising a family appears to discourage students from science careers. Men tend not to persist in science if they hope to be self-employed, grew up in a high-income family, expected to change majors during college, or doubt their own social skills and writing ability. Male students who are attending college because their "parents wanted [them] to go" and/or have a mother who is a research scientist are more likely to stay in science. Women tend to stay in science if they have the goal of being self-employed, have a mother who is a college professor, or had four years of physical science in high school. If women expect to change their major, have the goal of helping others, or have a diverse set of personality characteristics, they are less likely to persist. In terms of environmental variables, the proportion of students at an institution holding jobs is the only factor that may have a positive influence. The author reasons that this is because this type of institution has many working students, is usually not highly selective, has smaller social science departments to attract students away from science majors, and has more students who live at home and have less interaction with peers. Men also benefit from receiving financial assistance from parents or loans and having a major-dominated curriculum. Male students are less likely to stay in the sciences if the institution has nonfaculty teaching general education courses, they are attending college far from home, and the environment is competitive. Taking more science courses encourages both men and women to persist. Students who have taken a multiple-choice exam or chosen a career for interpersonal reasons are less likely to persist. (The author comments that both having taken many science courses and having taken a multiple-choice exam may be results of persisting in a science field, rather than causes.) Women who worked on a professor's research project or took many math courses in college tend to stay in science, while women who held a part-time job and took an essay exam were more likely to leave. (The study does not distinguish between essay exams in the sciences and essay exams in other disciplines.) Men who spent many hours per week studying, chose their career because the work is interesting, or made a career choice based on parents' expectations were more likely to stay in the sciences. Men who volunteered extensively, received personal or psychological counseling, took many writing skills courses, or had a paper critiqued by an instructor tended not to stay in the sciences. The overarching themes found from this data are that early commitment to science, good educational preparation and confidence, and having a parent involved in science are the most important factors influencing the persistence of males and females in science careers. Interestingly, the stereotypical perception of science careers as either lucrative (according to women) or not lucrative (according to men), very time consuming, not oriented toward helping people, very competitive, and isolating or impersonal, has as great of an influence on persistence as actual commitment and preparation. This flawed image is a significant obstacle for the scientific community to overcome. This can be accomplished by emphasizing the collaboration among scientists, the growing diversity within the sciences, and the connection between science research and social good. The study also reveals how men and women have differing perceptions that affect their choice of science careers. Men view science careers as not providing financial success, as shown through the large number of men who change their major to business or law. On the other hand, women see science careers as lucrative, and financial success is the strongest predictor for women. Also, helping others in a career affects women's persistence, but not men's. Having the goal to raise a family has a much stronger negative influence on women than on men (nearly twice as much). Self-rating of math ability and parents' expectations are the strongest predictors for men, implying that in the future, women may benefit from parents' and teachers' expectations rather than being deterred by them. These results demonstrate that science departments should try to become more flexible for students with many outside interests or commitments (such as family, volunteering, etc.), and should bring in scientists from an array of careers to stimulate students' interest in science and provide students with ideas. Also,creating a more cooperative and inclusive learning environment through increased group work, non-sexist language and textbooks, collaboration with professors, and work involving social concerns could help to retain more women.3As an instructor, it is important to be aware of all the factors that may affect students' persistence in science, and how they might differ between genders. Being more flexible towards students' non-academic time commitments (family, volunteering, jobs, etc.) can allow more people to engage in science. Emphasize the "social good" of science careers through assignments (as opposed to military issues), introduce new career opportunities through guest lecturers, and discuss the income of many science careers to change the prevailing stereotypes. Create a positive learning environment through cooperative group projects and inclusive (non-sexist, racially diverse) language and textbooks. Providing students with research opportunities can give students experience in science careers and help maintain interest.sPersistence in science for both men and women is related to good high school grades, high sel M; Sorby, S. A.2001`A course in spatial visualization and its impact on the retention of female engineering students153-172:Journal of Women and Minorities in Science and Engineering72[Women Computer Science Engineering Technology Spatial Ability Aptitude Academic achievementmThree dimensional spatial skills (3-D) are a predictor of success in a variety of technical fields ranging from engineering and computer design to basic and structural chemistry. Those skills are particularly critical for design courses, which comprise most of the introductory courses in engineering. Unfortunately, many women's 3-D spatial visualization skills lag far behind men's. Under a grant from the National Science Foundation, researchers at the Michigan Technological University developed a series of electives and workshops to better prepare freshmen who scored poorly on the Purdue Visualization test. Students participating in the Spatial Skills courses were found to make significant gains in the visualization test. Moreover, they secured higher grades in graphics courses and were more likely to be retained in engineering than those who did not enroll in the spatial courses. The article is well grounded in the literature. Students were selected by their advisors to participate in the project and followed across time to better ascertain the impact of the program on their academic performance and persistence.U The paper describes the successful development of two elective courses at Michigan Technological University designed to improve students' spatial visualization abilities. Advisors recommended the courses to incoming students who scored less than 60% on the PSVT:R (Purdue Spatial Visualization Test: Rotations) during freshman orientation. Female engineering students are statistically 3 times more likely to fail this test than are males. The PSVT:R is a statistically sound predictor of performance in engineering graphics courses (Gimmestad (now Baartmans), 1990). Dr. Sorby and her co-investigator, Dr. Baartmans, developed a curriculum and complete program materials for these courses. The program included both a 3-credit and a 1-credit elective. The differences between student test scores in these two courses were inconclusive because of preexisting differences between the experimental samples. Solid modeling and object handling were the tools used to develop students' visualization abilities. At first, the researchers used I-DEAS modeling software (Unix-based). Later, a multimedia substitute was developed by another researcher, Dr. Wysocki, in response to requests from many educators who did not have the necessary hardware. Students expressed satisfaction when surveyed about the effectiveness of the multimedia modules; their comments were used to refine the final version. The effects of the courses were evaluated rigorously, including a long-term analysis of student grades in graphics courses and retention in both the School of Engineering and the University. Students were tested before and after the course using the PSVT:R and other tests; their scores showed statistically significant improvement. The researchers determined, through comparison of calculus grades, that the students who elected to take the course were an academically representative sample. In their subsequent graphics courses, students who took the electives outperformed unprepared students by half a letter grade. Women showed greater improvement in their graphics grades than did men. The effect for male students, although positive, was not statistically significant. A multivariate analysis of student retention, gender, and grades in calculus and graphics revealed that the new course effectively reduced the "gate-keeper" effect that graphics courses have for many female students.Not all students, male or female, have developed those spatial visualization skills which will eventually enable them to succeed in technical majors. However, spatial visualization skill deficiencies can be addressed by courses that teach the following sequential topics: 1) isometric sketching, 2) orthographic projection, 3) flat pattern development, 4) 2-D and 3-D visualization, 5) object translation, scaling, uni-axial and bi-axial rotation, and reflection, 6) use of planes and cross-sections, 7) creation of solids of revolution, and 8) Boolean operations (union, intersection, etc.) on solid bodies. Hands-on exercises are also beneficial for student learning, especially for those with limited shop or drawing experience.U The paper describes the successful development of two elective courses at Michigan Technological University designed to improve students' spatial visualization abilities. Advisors recommended the cours i+F; Veal, W. R.2002=Content specific vignettes as tools for research and teachingJournal of Science Education641K-12 Teaching Class Discussion Assessment SciencesThis is not a research study, but a demonstration of a series of case studies with suggestions for their use for teacher training. The vignettes address high school educators and contain numerous examples of problematic classroom behavior such as miscommunication, overly permissive behavior, cheating, and misperceptions on the part of the students about science topics.dCase studies are useful to teachers in learning what behaviors work and do not work in the classroom. Discussing potential solutions to discipline and organizational problems can give instructors new ideas and help to defuse any problems that they may be experiencing with their own students. There were a number of ideas in the paper on how to use vignettes in teacher education. These included: 1) reading followed by large or small group discussion, 2) reflection and commentary as a homework assignment, 3) developing lessons around the content included in the vignette (to show what the teachers would do differently), 4) evaluating the vignette at the beginning and the end of a semester. Issues that the vignettes brought up included the following: incorrect transmission of scientific information, ignoring students, students dropping out of class, cheating, disrespectful behavior, favoritism, questioning techniques, planning and organization, effective grading, and ways of stimulating student thinking. Gender and multicultural issues were not addressed directly; however, the vignettes are all STEM-related.Seek out case studies of student-teacher interaction, watch videos, and gain new perspectives about the dynamics of teaching. Discuss these case studies with a colleague and decide what solutions you would recommend. Have you ever seen these types of problems occur in a classroom?dCase studies are useful to teachers in learning what behaviors work and do not work in the classroom. Discussing pot" F;Wyer, M.2003Intending to stay: Images of scientists, attitudes toward women, and gender as influences on persistence among science and engineering majors:Journal of Women and Minorities in Science and Engineering91OWomen Retention Biology Engineering Classroom climate Motivation Social supportThe author challenges the prevailing assumption that women and men have different motivations to stay in science and engineering. She hypothesized that having positive images of scientists and engineers, positive attitudes towards gender equality, and positive classroom experiences would encourage both men and women to persist in the field. She found that having positive images of scientists and engineers was the only one of the three factors that strongly motivated students to stay in the field. Female students were more likely to expect to leave the field, more likely to believe in gender equality, and more likely to be aware of unfairness in the classroom. Their positive experiences in the classroom were strongly related to their desire to continue for advanced degrees.& The author questions the concept of a "pipeline" which students "leak" out of. Rather than this being a "female/minority student problem," the author says, female and minority students have unique perspectives to contribute which are different from the prevailing norm and can bring greater "flexibility" and cultural awareness to the work environment. This is why we should be concerned that they are underrepresented, not because we are pursuing quotas. The paper addresses the "shortage of research that focuses specifically on linking…why students stay in their majors with … students' perceptions of gender and race inequality in society and in their undergraduate classroom experiences." The author posed three hypotheses: 1. Men will be more likely to persist than women in the short, medium, and long term. 2. Positive images of scientists and engineers, support of women's equality, and positive classroom experiences will be positively related to persistence. 3. The combined effect of these variables with gender will be "over and above the effect of any of the variables individually." 285 biology and engineering students took the survey. The Biology sample was 71% female; the engineering sample was 71.4% male. 211 of the students were Caucasian. The author used the Image of Science and Scientists Scale, the Attitudes Toward Women Scale, the Women in Science Scale and the Perceptions of Prejudice Scale to evaluate student attitudes and experiences. Hypothesis 1. Gender affected persistence, but not degree aspirations. Hypothesis 2. The only one of the three variables that affected persistence was a positive image of scientists and engineers. This variable, along with belief in gender equality, strongly increased students' odds of aspiring to postgraduate degrees. Hypothesis 3. Female students were more likely to be interested in graduate study if they had positive classroom experiences. The article leaves us with the sense that, although women and men in science have some differences in their persistence level, there are also common factors, such as a positive image of scientists and engineers, which encourage both men and women to remain in the field. Classroom fairness appears to be related to female students' aspirations to continue on to graduate school. "There may well be greater gender differences behind why students leave science and engineering than behind why students stay," the author observes. Perhaps recruitment efforts would be more effective if they focused more on motivating factors for retention rather than gender influences on departure. The author notes several areas of doubt. First of all, it is impossible to draw causal connections from the social factors in this study directly because of the nature of the inquiry. Secondly, since these students selected science and engineering majors, it is not surprising that their opinion of engineers and scientists was positive and their classroom experiences were positive as well. (They may well have been mentored by science teachers and been comfortable participating in class.)Since positive images of scientists and engineers are so influential in encouraging students of both genders to stay in the field, try to popularize your work. Write articles or do demonstrations demystifying science concepts and showing that science is an interesting and engaging activity. Connect with students of various backgrounds who are interested in science and technology, and encourage them to pursue their curiosity about the field. Talk with your female students about opportunities in science and find out what they are interested in. If they express that they would like to continue their education, encourage them to do so. Encourage your male students to educate themselves about gender equality issues. Make sure that your own classroom interactions are unbiased.! The author questions the concept of a "pipeline" which students "leak" out of. Ratha;Zeldin, A. Pajares, F.2000gAgainst the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers215-246%American Educational Research Journal371dSexism Engineering Women Mathematics Computer Science Career Mentoring Social support Retention K-12uThis article is an interview-based study designed to reveal the "keys to success" of a non-random sample of successful female STEM professionals. The study was based on extensive interviews designed to reveal the effects of mastery experiences (experiences of success), vicarious experiences (learning from watching others succeed), verbal persuasions (feedback from other people), and physical and emotional states (feelings involved with pursuing a task) on women's success in these "non-traditional" fields. The results revealed that successful women had strong support systems and role models from a young age that enabled them to weather social pressures and develop strong determination. Social support and mentoring were much more influential in encouraging women to pursue STEM careers than their own experiences of success were. This contradicts existing mixed-gender studies.The study compared the relative effects of four factors that influence self-confidence; mastery experiences (experiences of success), vicarious experiences (learning from watching others succeed), verbal persuasions (feedback from other people), and physical and emotional states (feelings involved with pursuing a task). 15 women (a non-random sample) participated in the study. Past research shows that male students tend to focus more on academic successes, while women focus more on feelings, teaching quality, vicarious learning, and verbal feedback as evidence of their ability in math. Higher self-confidence is, in many cases, a greater predictor of success than academic talent is. Women are less likely to aspire to high positions in their field; however, they are strongly influenced by encouragement to attend graduate school. The women who participated in the interviews were influenced the most by verbal persuasions and vicarious experiences. They remembered supportive feedback from family members and teachers at a young age. Many of the teachers, although they were "tough", were also fair, and the girls recognized genuine praise when they received it. The women recalled having both male and female teachers as role models. What distinguished a good teacher, they said, was enthusiasm for the subject and an ability to explain science or math in everyday terms. Supportive peers and supervisors also played a key role in encouraging women to achieve. When the women faced societal difficulties later, they persevered because they already had a solid foundation of self-confidence. The difficulties that they faced included the social stigma placed on "smart females" during and after college, disparaging or unfriendly attitudes from fellow students, sexism at trade shows, and the fact that the field has an "unfashionable" reputation. However, none of these challenges discouraged the women or caused them to doubt their own competence.(Giving honest feedback that includes praise, sharing enthusiasm about science, and being fair in the classroom make a positive impression on female students. You will be modeling professional behavior for them and influencing them to persist in the field. Encourage students to form social groups to learn from and support each other. From a young age, girls' curiosity about science and math should be acknowledged and their competence supported by taking their questions and interest seriously and encouraging them to join science and math clubs.The study compared the relative effects of four factors that influence self-;$Heyman, G. D. Martyna, B. Bhatia, S.2002AGender and achievement-related beliefs among engineering students41-52:Journal of Women and Minorities in Science and Engineering81LWomen Retention Aptitude Self-perception Academic achievement DiscriminationThis study compared the beliefs about the gender and achievement of female and male engineering and non-engineering students. Among engineering majors, women are more likely than men to identify engineering aptitude as a fixed ability, which is associated with a tendency to give up on classes or difficult projects. Female engineering majors believe that they are treated as "lesser" than their male counterparts, while men believe that women receive "special" treatment. Women tend to study engineering for more extrinsic factors ( e.g. finances, social prestige) than men do, and say that they are really not interested in the technical aspects of engineering.Beliefs about intelligence, aptitude, the culture of engineering classrooms, and success influence students in their choice of a major. To evaluate the relationship between these beliefs, gender, and choice of major, the authors surveyed 238 undergraduates at the University of California, San Diego, 142 of whom were enrolled in engineering. The predominant ethnicities were White (~50% in all fields) and Asian (38% in engineering, ~23% in other fields). Both male and female engineering students were equally likely to believe that intelligence was innate (~50%). However, female engineering students were much more likely than males to believe that engineering aptitude was a fixed quality (72% vs. 46%). Of the female engineering students who reported dropping a course when they faced difficulty, 100% believed that engineering aptitude was innate. In contrast, male students dropped courses without regard to whether they thought engineering talent was innate. Female engineering students were ~25% more likely than males to believe that women were treated differently in the classroom. In all other majors- social science, other sciences, and humanities- very few students reported gender bias. Comments from the students in engineering revealed a profound disconnect between women's and men's perspectives. Men reported that they thought women were treated with higher consideration and more attention, while women perceived lower expectations and even "intimidation." Many male engineering students appeared to resent this "special" treatment, but some agreed with the women's perspectives. Men in general were more likely to place a high value on societal and financial success than women. However, men in engineering were more likely to be intrinsically interested in their coursework than women in engineering were. The reverse was true for students in non-engineering fields, where women reported more satisfaction. This may be related to the way engineering material is presented in the classroom.Emphasize to all students that "intelligence" is not a fixed quality, but one that develops over time. Encourage female students not to give up if they don't immediately get an "A" or instantly understand the solution to a problem. Problem-solving skills are important in the job market. Create discussion groups for female students in which they can share solutions to interpersonal problems. Teach with an emphasis on mastery rather than competition (e.g. grading on a curve). Explain to female students how to deal with technical intimidation and other problems that they may face. Teach male engineering students to understand women's perspectives. Encourage girls to take an interest in the way things work.Beliefs about intelligence, aptitude, the culture of engineering classrooms, and success influence students in their choice of a major. To evaluate the relationship between t;Ҟ; Treisman, U.1992dStudying students studying calculus: a look at the lives of minority mathematics students in college362-372The College Mathematics Journal235African American Gatekeeper courses Mathematics Active learning Collaborative learning Special Programs Motivation Academic Preparation Social support November 1992A department mathematics team extensively researched issues surrounding minority student performance in college introductory calculus. Their initial perception indicated that minority black students' low-performance relative to white and Asian American students could be attributed to one or more of four factors: income, low motivation to perform, inadequate academic preparation and lack of family support. Rigorous research saw every one of these hypotheses wholly refuted. The authors re-researched the issues and their subjects, found that course structure and student teamwork were critical, and in response designed a powerfully, demonstrably successful series of intervention programs. Treisman describes challenges and how they were overcome, and calls for supporting faculty who are interested in working on course and minority development to do so as part of their professional work, and for administration to re-think departmental collective responsibility for the future of mathematics.Zhttp://links.jstor.org/sici?sici=0746-8342%28199211%2923%3A5%3C362%3ASSSCAL%3E2.0.CO%3B2-JThis paper is a transcript of an inspirational lecture describing the efforts of a mathematics department to improve minority student performance in college introductory calculus. Students were extensively observed as to how they lived, their study habits, their interactions with other students and so on. No substantial differences in family income, motivation to perform, academic preparation or family support were found between blacks and other students. Their most significant finding was that while virtually all black students religiously studied, attended class and did their homework, they worked alone, in contrast to (for example) Chinese students, who most often formed informal academic networks and helped each other extensively. In response, the team developed workshop courses to assist black students to overcome patterns of isolation. Equally important, they developed a core of challenging and suitable problem sets that helped crystallize emerging understanding of calculus and fully demonstrate the beauty of the subject. They successfully demonstrated to their students that college success would require them to work with their peers and create a community based on shared intellectual interests and professional aims. Surprisingly, the team also had to teach its students how to work together. Results were dramatic. Black students with Math SAT scores in the low 600s were performing comparably to Asian students with Math SAT scores in the mid-700s. "In effect, the workshops provided a buffer easing minority students' transition into the academy." The author further describes efforts in the 1980s to explore student failure generally in introductory STEM courses, with a focus on physics. Again they researched the problem and again their initial hypotheses (student inability) failed. And again, alterations in the course structure (including reformatting the course's problem sets to make them both genuinely challenging and relevant) had enormous potential (in addition to supporting peer-learning) to positively affect student performance. A similar effort at CUNY, and its dramatic results in significantly elevating grades, GPA and retention in mathematics, is cited.Seek out case studies of student-teacher interaction, watch videos, and gain new perspectives about the dynamics of teaching. Discuss these case studies with a colleague and decide what solutions you would recommend. Have you ever s0D;bWhitten, B. L. Foster, S. R. Duncombe, M. L. Allen, P.E. Heron, P. McCullough, L. Shaw, K.A. et al2003JWhat works? Increasing the participation of women in undergraduate physics239-258:Journal of Women and Minorities in Science and Engineering93&4^Physics Women University Climate Classroom climate Mentoring Recruitment Undergraduate FacultysThe authors sought to identify factors enabling college physics departments to enroll and retain women at rates higher than the national average. The authors visited nine undergraduate physics departments, five of whom were deemed successful in attracting and graduating women and four that were considered typical of the national norm. No single factor was found to explain the higher than anticipated attraction and graduation rates among successful departments. Rather, success was found in the form of a female-friendly departmental culture resulting from a combination of efforts on the part of faculty, students and the institution itself. Successful departments were also found to reach out to introductory students and integrate them early into their departmental cultures. The authors indicate that additional research results are to be published in a forthcoming article.Even after taking into account academic ability as measured by standardized tests, the percentage of American women in physics lags behind the percentage in most other sciences. Prior research found that the most important factor influencing women to abandon STEM majors is a significant disjunction between the style of undergraduate STEM education and the socialization of young women. The authors suggest that STEM fields are often "cold climates." They assert that males are better able to survive such "cold climates," but that all students benefit from a "warm" department culture. Seeking to answer the question "what works?", the authors conducted a series of site visits to 4 typical and 5 successful undergraduate physics departments. Successful departments were those that enrolled 40% or more women in courses and graduated at least 5 women majors during 1994-98. Traditional departments were those enrolling 15% to 17% women and graduating at least three women during 1994-98. Successful departments offered a supportive, female-friendly departmental culture. The research findings are discussed along three main lines: Faculty, courses and climate, and students. The authors report that a strong faculty support structure is a positive influence. The presence of women faculty is important but not essential. However, family-friendly departmental policies matter, and such policies influence potential physics majors, as partner and family issues are critical to the career decisions of female faculty members. Female-friendly policies are essential to recruiting and retaining women to physics faculties. These female-friendly policies involve four components: 1) institutional support for dual careers, 2) family leave, 3) childcare, and 4) a supportive atmosphere for family life. In the area of courses and climate, the authors suggest more innovative subjects and interactive teaching in the introductory course, especially open-ended, project-based labs. Successful departments make efforts early on to effectively identify potential majors and integrate them into the department culture. This effort was one of the most significant differences between typical (low female participation) schools and successful (high participation) schools. Even so, while upper class students generally feel at home approaching faculty, first year students rarely feel that faculty are approachable, regardless of "open-door" policies. Therefore, some form of social setting in which students could get to know their professors is recommended. A female-friendly departmental climate is positively correlated with female physics persistence. This includes insuring that sexist remarks and unprofessional behavior are not tolerated, that the department fosters a cooperative (rather than exclusively competitive) spirit, that females and minorities are mentioned and included in the classroom environment, that physics is shown as applicable to broad societal problems and issues (which is often more important to women than to men), that student-faculty research is encouraged, and that female students feel safe coming to the department and working there at night. Effective departments often include faculty who make efforts via recruiting and outreach activities. Such faculty maintain websites encouraging the participation of women, participate in open house functions of their admissions departments, and encourage students to attend a typical class. Alumni are also recruited to participate in the recruitment process. In successful departments, faculty create a structure in which students become used to working together. Older students look out for younger students and faculty act as role models, cooperating and supporting each other in both their professional and personal lives. An important component of a thriving physics department is a strong sense of community with many opportunities for informal student-faculty interactions. While typical (low participation) schools do many of the foregoing, successful schools integrate more of the features that make for a female-friendly culture.There are no "magic bullets." Successful schools integrate a larger number of features that make for a female-friendly culture. Features found to be positively correlated include: Faculty Focus: Create a family friendly departmental culture in which female faculty are supported by the following: a) dual career policies, b) family leave policies, and c) childcare services. Courses & Departmental Climate: In introductory courses, pursue innovative subjects and interactive teaching. Consider open-ended, project-based labs. Early on, identify potential majors and integrate them into the department culture. Pay particular attention to the 1st year, and specifically invite potential majors to seminars and social activities. Students: Support students in creating a successful department culture. Spend department money on student support, including: i) Comfortable student lounges where departmental students are able to study together, tutor other students and interact socially. ii) Tutorial services, usually involving other students. iii) Seminars appropriate for undergraduate students. iv) Membership to National Physics Association chapters, clubs or similar collegial opportunities. v) Social activities, especially those in which efforts are made to include potential majors from the introductory courses. Participate in potential student outreach and encourage alumni participation, networking, recruiting, and seminars.%Even aftH; McEneaney, E. H. Radeloff, C. L.2000cGeoscience in social context: An assessment of course impact on attitudes of female undergraduates.131-153:Journal of Women and Minorities in Science and Engineering62UFeminism Retention Self-perception Collaborative learning Women Science UndergraduatePre- and post course surveys showed that female undergraduate students enrolled in an innovative introductory geosciences course significantly increased their classroom participation and their interest in the application of geosciences to social transformation. Their confidence and interest in geosciences remained unchanged. Confidence and interest in geosciences declined significantly among both male and female undergraduate students who attended a traditional course. Their predisposition towards classroom participation did not change. The study took place at the University of Nevada, Las Vegas in Fall 1997 and involved 129 students. Only 21 students, who happened to be all women, enrolled in the innovative course. Results argue on behalf of creating collaborative settings and using applications, physical experience, essay writing, and social commentary as a mechanism to increase classroom participation as well as confidence and interest in geosciences. The study has several limitations, including: self-selection of students into courses, unbalanced number of subjects across the two courses, and lacking controls to account for motivation, ability and gender differences among students enrolled in each course type.The PROMISE course, offered at University of Nevada - Las Vegas in Fall 1997, was designed to retain underrepresented students in earth sciences. Grounded in female pedagogy, PROMISE sought to increase classroom participation, interest in earth sciences and acquisition of knowledge of geosciences. The study's basic tenet was that women's cognitive and affective skills could be strengthened the most when the culture of the classroom fosters the "application of knowledge to social action." The syllabi of the two courses were compared and were found to differ in certain cognitive aspects. The key differences were: a) More field time for students enrolled in the PROMISE course b) In-depth discussion of the "historical development of the theory of plate tectonics in more depth" in the PROMISE course, while the traditional course had an in-depth discussion of the "hydrologic cycle and the identification of rocks and minerals." Both the courses had similar high attrition rates. The PROMISE course had an attrition rate of 27% while the traditional geoscience course had an attrition rate of 33%. The authors created "pre- and post course attitudinal questionnaires" for evaluation purposes. They compared the level of students' confidence, classroom participation, and students' interest in the PROMISE course and compared it with the traditional geoscience course to assess the effectiveness of the PROMISE course. The results of the study indicated that there was an increased interest in geoscience among PROMISE students. Students taking the traditional geoscience course had a decreased interest in geoscience at the end of the course; this was true for both male and female students. Also, there was increased classroom participation in the PROMISE course, while no increase in classroom participation was observed in the traditional geoscience course. Furthermore, PROMISE students had greater changes in their praxis ("applying knowledge to social transformation"). Use collaborative settings and socially relevant applications as a device to increase classroom participation as well as confidence and interest in geosciences #tF; Riley, D.20038Employing liberative pedagogies in engineering education:Journal of Women and Minorities in Science and Engineering92WFeminism Retention Self-perception Active learning Culture Assessment Engineering Women"This article summarizes the use of liberative pedagogies in engineering education and presents their application in an engineering thermodynamics course. Implementation areas include relating course material to students' experiences, facilitating students' responsibility for learning and authority in the classroom, incorporating ethics and policy issues, and decentering Western civilization. Assessment approaches are discussed, as well as limitations of liberative pedagogies in an engineering context."\http://www.edata-center.com/journals/00551c876cc2f027,3d9caafe4b5772d9,0cbccc1f29d50082.html The paper describes a student-centered thermodynamics course which includes many exercises designed to encourage student self-sufficiency and incorporate female and multicultural perspectives. Student feedback is included. Students participated actively by teaching and solving problems in class. The professor created an egalitarian environment of dialogue in which students felt comfortable making errors, discussing their learning styles, doing derivations on the blackboard, and talking about ethics problems. Quantitative skills were emphasized throughout the course. Pedagogies of liberation such as those developed by bell hooks and Paolo Freire focus on empowering students to become active learners, take interest in the course material, develop their critical thinking skills, and contribute to the classroom with confidence. In a time when many professors complain about students' preoccupation with grades rather than learning, these pedagogies can create classrooms where students are more engaged and understand the relevance of the course material. Integration of the subject matter with "real life" is especially important in fields such as engineering that require application of knowledge. Creating such empowerment and confidence is especially important for female students or students who do not have extensive hands-on experience with machines or electronics. The traditional model of the "obedient student," the "receptacle for knowledge," has left young engineers unsure of how to deal with ethical problems or other questions that require independent thinking. Feminist scholars have critiqued conventional engineering education as being "reductionist"- oversimplifying the process of teaching and ignoring the contributions of other disciplines- and substituting a nominal "objectivity" for social concern. Because engineers have followed industry- the assembly line- as a model for education, the teaching process is seen as a flow chart in which engineers are produced, rather than a system of personal interaction with the goal of creating capable and self-aware professionals. "Objectivity" translates into professors' unintentionally ignoring issues of personal relationships, ethics, race, class, and gender, as well as power differences in the classroom. It also means that students are encouraged to operate without ethical values in their professional careers. Although independent thinking can carry with it a professional cost, it can also prevent safety hazards such as the Challenger's "o-ring." In order to create classrooms that encourage participation of male and female students of all cultures, multicultural and female contributions to engineering must be integrated smoothly into the curriculum. The current globalization of industry, and the increasing pace of international development, means that today's engineers need to be aware of global cultural differences, environmental issues, and the contributions of non-Western cultures. In workplace environments, diverse groups have been shown to produce more creative solutions to problems. Traditional engineering diversity programs assume that the problem lies with the student rather than the institution, and are limited in their ability to effect institutional change. 1072-8325eAlthough allowing greater student participation may be intimidating at first, it improves student morale and encourages students to take more responsibility for what they are learning. This will equip students for the challenges of the workplace and help them to connect abstract course material with their own experience. Encouraging students to be comfortable making mistakes and to realize that many great theories were developed through a process of trial and error encourages student self-sufficiency. Incorporating examples of multicultural contributions to science and discussing ethical issues creates engineers who are global citizens, which is important in today's business world. These innovations take time to implement, but they can strengthen student confidence, create cultural awareness, and deepen students' understanding of technical s;Rosser, Sue V.1993VFemale friendly science: Including women in curricular content and pedagogy in science191-220Journal of General Education4232Women Science Competition Culture Feminism BiologyThis article paints a comprehensive picture of what "female friendly science" might look like. The author believes that this new approach to science would involve sweeping changes in the culture of scientific inquiry as we know it. She offers a biting social critique of the scientific establishment's failure to include women, its emphasis on competition and violence, its denial of female experiences and interests, and its narrow/deductive focus. The article is more theoretical than research-based.3 This article presents a sequence of recommended changes for greater inclusion of women and "female" values in the scientific arena. The changes are organized into five phases of progress; 1) institutional blindness to the issues, 2) recognition of male majority and perspective, 3) barrier identification, 4) recognition of women scientists, 5) women practicing science, and 6) an inclusive redefinition of science. The steps recommended are organized as follows: Phase 2: A. Undertake fewer military experiments and replace them with socially relevant work. This preference among women for non-violent activities that contribute to the social good has been well-documented, but is not being addressed in science and engineering curricula. B. Consider problems relating to fields in which women feel more comfortable, e.g. traditionally "feminine" areas of interest. There is no research listed in the article supporting that this works in the classroom, although it is plausible. C. Focus on more holistic global problems and emphasize synthesis and interaction rather than reduction and deduction. Gilligan (1982) has suggested that girls approach problems from a more relational perspective. Emphasize empathy and emotional connection with subjects of study. Phase 3: A. Support women scientists in making their own observations from their own perspectives. These observations are not usually validated. B. Spend more time in the observational stage before coming to a conclusion. C. Incorporate and validate personal experience. D. Include gender in hypothesis formulation. E. Reduce cruelty to animals in experiments. Phase 4: A. Give credit to women scientists. B. Use fewer competitive teaching methods and more interdisciplinary ones. A course program emphasizing synthesis and connection has been used successfully at Mills College. C. Discuss life integration strategies for women interested in pursuing scientific careers. D. Demystify scientific language and thereby remove the intimidation factor for people interested in science. E. Discuss applications of science in the classroom. Phase 5: A. Combine qualitative and quantitative methods in data gathering. B. Refrain from gender biased language in describing scientific observations. C. Clarify biases of gender, race, class, sexual orientation, and religion which may affect the quality of the scientific product. D. Develop theories which are multi-dimensional and interdependent rather than mechanistic and hierarchical. The paper is more theoretical than data-based in nature. However, it does offer a long list of citations as a starting point for researchers interested in more information. The author is presenting a synthesis of scholarship on women in the sciences. The paper asks questions that are useful to provoke academic discussion about a topic that is often ignored.1Redesign curricula to include non-violent scientific problems relevant to women's lives and societal values. Emphasize observation, collaboration, and life experience. Encourage female students to explore interdisciplinary work, to apply their knowledge, and to question current paradigms and assumptions.4 This article presents a sequence of recommended changes for greater inclusion of w 7XD;gAFletcher, S. L Newell, D. C. Anderson-Rowland, M. R. Newton, L,D.2001The women in applied science and engineering summer bridge program: Easing t~ O ;(Alexander, B.B. Burda, A.C. Millar, S.B.1997A community approach to learning calculus: Fostering success for underrepresented ethnic minorities in an emerging scholars program145-159:Journal of Women and Minorities in Science and Engineering3UMathematics Minorities Retention Communication Collaborative learning Active learning?The Wisconsin Emerging Scholars (WES) program offers a more culturally oriented approach to the study of calculus. Students taking Calculus I were recruited to participate in sections comprised of half underrepresented ethnic minority students and half white students. Minority students in the special sections generally performed better than minority students in the regular sections, and the experience for everyone involved was usually positive. Problems did arise when the section contained only a handful of minority students or only students of one particular minority.|Alexander, Burda, and Millar argue that certain minorities are underrepresented in the STEM disciplines in part because they fail or are afraid of Calculus. Students who fail to utilize group problem solving strategies often fail at Calculus, and many underrepresented minority students either lack a cultural background that emphasizes group collaboration or feel too isolated to find groups. Emerging scholars programs can be used to alleviate these problems. Over several semesters, students taking Calculus I, II and III were recruited to take an extra 2 credit workshop comprised of half underrepresented ethnic minority students and half white students. In practice, the desired number of underrepresented students could not always be recruited so the ratio was rarely 50-50. Similarly, recruiting a diverse group of minority students to a particular section was also difficult, sometimes leading to problems. In one instance, a section was half white students and half African American students. Both groups became very isolated and felt as if the class was all about race and not about Calculus. Nevertheless, students in the WES sections showed an increase in performance, and most felt it was a good experience. The section taught students group problem solving skills, a trait that will be necessary for their future studies. It also allowed students to feel like they are not "in it alone."fMany minority students drop out of science and math programs after taking Calculus or never enter such programs in the first place. To prevent this, Calculus should be taught in a more culturally relevant method with emphasis on student centered learning and group problem solving. Creating F`^;Alha, K. Gibson, I.2003@Using ICT to improve the gender balance in engineering education215-224)European Journal of Engineering Education282-Women Special Programs Technology EngineeringThis paper describes a seminar that took place at Oulu Polytechnic in Finland on the topic of distance learning (known as ICT in Europe) and its effects on the representation of women in engineering in many countries. ICT-based teaching "permits comprehensive use of resource-based learning, provides flexibility in learning and facilitates wide support for individual communication and networking." The authors consider ICT advantageous for women in technical fields. The paper first compares the participation rates of women internationally in engineering fields. The data indicate that women are generally less represented in engineering in most countries relative to science and mathematics/ computer science. The authors state that cultural and social differences are responsible for the different participation rates. Women in several countries are beginning to enter engineering due to increased job opportunities. Gender stereotypes are established in secondary schools; engineering and technology are depicted as male oriented fields. Career choices of women were influenced by career advisors and by school visits from university and professional engineering organizations. Career advisors usually discouraged women from pursuing a career in engineering, as indicated by a survey conducted on female students in third year engineering programs. Also, math and science (especially physics) skills at secondary school played an important role in students' decision to enter the field of engineering. ICT, unlike traditional pedagogical methods, encouraged women at the Open University in the UK to enter the field of engineering. Women prefer the flexible learning environment and the "confidentiality of teacher/student communication that e-learning offers." An increasing number of women have enrolled for new courses and degrees introduced through ICT such as biomedical engineering, bioelectronics and general engineering. The students consider these courses to be job-enhancing opportunities. The authors discuss at length various programs and networking organizations that exist for female engineers in Europe. They also quote supportive testimony from an employer and from female students on the positive aspects of being a female engineer. Mentoring and networking programs offered online by some of the European organizations were beneficial to female students. Female students felt little discrimination on the basis of their gender in these online forums. Such forums also allow for surveys and research on gender issues. The authors note that instructors feel that ICT-based teaching is more time consuming. Hence, it is possible that the most qualified instructors will opt for classroom-based teaching. The authors question whether ICT-based learning is indeed as good as classroom-based learning. One critique of this article is that removing women from the pressures of a mostly male academic environment and providing them with confidential e-mail communication with professors may not prepare them for professional interaction with men. In addition, as the article mentions, accommodations for women's family responsibilities must, in the end, rest with their future employers. If the employers are not amenable to change, women, especially in Eastern Europe, may not be able to follow up on their career potential. If women feel that they must go online in order to find discrimination-free environments, what does that say about the traditional classroom?qFemale engineers and scientists should develop a "strong and influential presence in the early secondary school years in order to inform and encourage students of the wider career opportunities offered by an engineering/technological education." Professors should emphasize "interdisciplinary and innovative aspects of engineering" in addition to the technical content.9756366 The paper first compares the participation rates of women internationally in engineering fields. The data indicate that women are generally less rep .;Armstrong, E. Thompson, K.2003cStrategies for increasing minorities in the sciences: a University of Maryland, College Park, model159-167:Journal of Women and Minorities in Science and Engineering92iSpecial Programs Academic Preparation Minorities Mathematics Undergraduate Retention Academic achievement)Minority undergraduate science majors who participated in a Maryland enrichment program were retained in both the sciences and at the university at a somewhat greater rate than non participating students (86% vs. 72%). Participating students' graduation rates were also higher than those of non participants. This article reports the 5-year results of the Prefreshman Academic Enrichment Program (PAEP) at the University of Maryland, College Park. PAEP was designed to increase and retain the number of minorities in life sciences majors. The six-week program, targeting freshman deemed poorly prepared mathematically, consisted of involving students in hands on learning in small group settings, providing course survival training and introducing them to the academic and social components of the university.The College of Life Sciences at the University of Maryland discovered a strong correlation between math proficiency and freshman grades in introductory biology and chemistry courses. This led the College to institute math placement testing and, for those doing poorly, required non-credit remedial math prerequisites before allowing students to take introductory chemistry. This intervention approach yielded mixed results: While it improved students' success in sciences courses, it delayed their program completion and increased their likelihood of dropping out of the program entirely. Subsequently, the College instituted an intensive, optional 6-week "Prefreshman Academic Enrichment Program" (PAEP) offered to students with poor math preparation. PAEP is a day-long, 6-week program involving mathematics workshops, lectures and problem sets as well as college survival skills workshops for new freshmen. Students therefore participated in both academic activities and worked extensively in small cooperative, self-help groups in which they took an active role in their learning process. Students additionally stayed in close contact during their first as well as subsequent academic years and apparently formed close learning communities helping to alleviate a sense of isolation. The authors compared PAEP participating students with other students with similar SAT scores who did not participate in the PAEP. Participating students performed better than non-participating students and graduated at higher rates. Beyond noting that the sense of community helped to diminish feelings of isolation, the authors did not assess the extent to which the learning community itself may have independently contributed to the program's results. They did not discriminate program results between academic activities offered and the processes of having the students work extensively in the small cohorts mentioned above, nor the effect of their continuing participation during the their academic careers in the such informal learning communities.Set up an intensive academic program in which workshops, lectures, tutoring, help and survival skills are offered (including on-site housing). Create learning communities aimed at facilitating the transition of the student to the institution while fostering collaborative learning.The College of Life Sciences at the Universit O D; Biewert, C.2002Making accomodations for students with disabilities: A guide for faculty and graduate student instructors (CRLT occasional paper)CRTL Occasional Paper No.17. Ann Arbor, MIUniversity of MichiganWAccessibility/Disability Inclusively Teaching Communication Discrimination Time FacultyThe author describes the needs of students with disabilities and their experiences on campus to enlighten faculty who may not be informed about these issues. The paper gives examples of facilitating and non-facilitating behavior on the part of instructors. The author discusses "principles of good practice" that are beneficial for students across the board and specifically helpful to students with disabilities.The two main barriers to the learning and persistence of disabled students are lack of knowledge on the part of instructors, and lack of communication between students and instructors. The paper encourages instructors to take the lead in providing reasonable accommodation as their university policy requires and to recognize that these accommodations, whether involving time or material, are not "preferences." Close to 10% of undergraduates nationwide report having a disability of some kind. Many of these disabilities are not visible or were only identified recently. Some students are used to advocating for themselves and were accommodated in high school; others are only just finding out about their disability. Unidentified learning disabilities may lead to ridicule on the part of instructors who do not understand why a student has difficulty writing or solving problems. It is the instructor's responsibility to identify students who may be struggling with these issues and, without attempting to diagnose them, refer them to writing or math assistance centers on campus. Students may sometimes wait until later in the semester to bring up accommodation because they don't want to "inconvenience" their instructor. Unfortunately, this delay may inconvenience the instructor more than the accommodation would have at the beginning of the semester. Besides being proactive about soliciting requests for accommodations in their syllabi, instructors should refrain from singling out disabled students or making them feel unwelcome. Their peer group may already be unsupportive. Instead, students with disabilities should be integrated into the classroom as a whole through cooperative group work, high expectations, active learning, communication, feedback, and attention to diversity issues and student "time on task." Clear communication, which assists students with learning disabilities, can enhance course material for other students as well.Inform yourself about the disability policy of your university by contacting your local student services office. Place an announcement in your syllabus stating that students with disabilities should contact you for accommodations. Be open to discussing their needs and be flexible if they need more time to complete work. Do not feel uncomfortable if a student advocates forcefully for himself or herself, but understand that the student has developed this skill because of previous experiences. Speak to disabled students the same way that you would interact with any other student, and encourage classroom practices where students can meet and talk with those who are different from themselves. ;Cabrera, A. F. La Nasa, S. M.20021Classroom teaching practices: Ten lessons learned2004 November 16HCollaborative learning Teaching Faculty Undergraduate University ClimateUnpublished manuscript.The authors distill 40 years of teaching and learning research into a brief overview of ten key lessons regarding effective classroom teaching practices. The authors first define "effective teaching" by adopting a definition consistent with that of the major higher education accrediting programs: "Effective teaching is one that produces demonstrable results in terms of the cognitive and affective development of the college students." They then review what has been learned about the nature of college teaching and provide some advice regarding teaching assessment. They conclude by describing how knowledge of effective teaching is affecting American colleges and universities.Vhttp://www.soemadison.wisc.edu/edadmin/people/faculty/cabrera/Classroom%20Teaching.PDF The heart of this manuscript is the authors' list of "ten lessons learned:" 1. Good teaching can promote student learning and development. Instruction can allow students' potential to flourish. 2. Learning is a complex social phenomenon. Classroom climate, student needs, goals and preferences, teaching strategies and curriculum all influence student personal development. 3. Students have different ways of knowing. Students' preferred mode of learning may vary by discipline, major, gender, ethnicity or any combination of these. Instructors should be aware that students' ways of knowing are affected by a variety of factors ranging from their learning preferences, their interests (e.g. vocational vs. academic), their gender and their culture of origin. 4. College teaching is multidimensional. Teaching is complex. It embodies a wide variety of practices and methods. 5. There is no best way to teach. Teaching methods' effectiveness varies as a function of the result under consideration. Effective teaching can only take place if professors clearly specify the specific knowledge and skills the students are supposed to master. Clearly specifying the objectives allows instructors to choose teaching techniques that are most likely to achieve the specific outcome(s) desired. 6. Classroom climate matters. Positive relationships among students and between students and faculty are as important for student learning and development as is teaching. (Prejudice and discrimination on the part of faculty and peers affects students' college adjustment, their choice of major, and their persistence.) Professors can create an inclusive learning environment by emphasizing equity and fairness among students and between students and faculty. 7. Students are excellent raters of observable classroom activities. Student rating of instructors tends to be reliable whenever observable (low-inference) teaching behaviors are the focus of evaluation. Raters are more likely to disagree on global measures (e.g. flexibility, caring for students), while they agree on observable teaching behaviors (e.g. instructor explains class assignments clearly). 8. Students may be as reliable in assessing their cognitive development resulting from classroom experiences as are standardized tests. However, it is important to use effective measurement questions. 9. Few full-time faculty use innovative teaching methods. Two-thirds or more of college professors rely on lecture as their primary teaching practice. Few full-time faculty, if any, use active learning methods (5%) while one out of six full-time faculty rely on class discussions or seminars. 10. Effective teaching can take place when faculty are trained in teaching and rewarded for it. Most college professors are not trained to teach, nor rewarded when they are effective. Accreditation and performance funding is creating the impetus to value and reward teaching. The authors believe that changes will come because "attention to outcomes and demonstrable results is playing an increasingly important role in public policy."OClearly specify the specific knowledge, skills and values the students are supposed to master. To create an effective learning environment, emphasize equity and fairness in the relationships among students and between students and faculty. Active learning methods (discussion, collaborative learning) are emerging as the most effective and promising pedagogy. Instructors should utilize active learning in every context in which they are able to apply such techniques. Seek to learn to be an effective instructor, and encourage departments to reward innovative and effective teaching.( The heart of this manuscript is the authors' list of "ten lessons learned:" 1. Good teaching can promote student learning and ';Cabrera, A. F. Nora, A.1994College students' perceptions of prejudice and discrimination and their feelings of alienation: A construct validation approach387-409-Review of Education/Pedagogy/Cultural Studies163-4:Minorities Discrimination University Climate UndergraduateThis article describes a statistical method of measuring students' experiences of prejudice and discrimination and their feelings of alienation from the university community. The correlations between factors were measured and the results were used to infer the relative satisfaction of students as a function of their ethnicity (white, African-American, Asian-American, or Hispanic). The students' responses indicate that 1) in-class discrimination is strongly related to alienation, 2) African Americans are most likely to experience alienation related to discrimination, 3) white students are also very likely to feel alienated, but their feelings are based on other factors which were not measured in the study.IThe study focuses on discovering relationships between students' alienation and their perceptions of prejudice and discrimination. The research took place at a large, doctoral-granting university in the Midwest. The participants were 879 freshmen, of whom the population was 10.7% African American, 21.6% Asian American, 17.2 percent Hispanic and 50.5% white. (This was close to a representative sample.) Discrimination and prejudice were measured using three variables: 1) Racial and Ethnic Climate on Campus, 2) Faculty and Staff Prejudice, and 3) In-Class Discriminatory Experiences. Alienation was measured by questions as to whether the students were enjoying their college experience and whether they felt that they "belonged" at the university. (There was no differentiation between perceived animosity towards the respondent's ethnic group and animosity towards other ethnic groups.) There was much more variation among ethnic groups in their perception of prejudice and discrimination than in their alienation. In general, African Americans perceived the most prejudice and discrimination, followed by Asian and Hispanic Americans and then by whites. All minorities felt isolated in class, but African Americans also had many experiences of discrimination and perceived prejudice outside of class. White and African American students had equally high experiences of alienation. The reason for this is not known. However, the African American students were more likely to feel alienated due to racial issues, while white students felt alienated for other reasons. It was difficult for white students to differentiate between different types of racism that they observed, whereas minority students were more aware of the nuances of human behavior. This may be due to the fact that minority students are likely to attend predominantly white institutions.The authors recommend faculty awareness of classroom behavior in order to prevent in-class discrimination, which may alienate students from their university community. Discriminatory behavior which may go unnoticed by white instructors or students is highly visible to minority students and may affect their college persistence and ability to form community with their white classmates.JThe study focuses on discovering relationships between students' alienation and their s\F; Napell, S. M.1976*Common non-facilitating teaching behaviorsContemporary Education622DTeaching Inclusively Communication Expectations Academic achievement Winter 1976.Through observation of teachers, the author compiled a list of common teaching behaviors that impede learning. These actions are usually unintentional or benign, but force students to remain at a low level of comprehension rather than challenging them to develop a deeper understanding of the material.See Recommendations.]The author encourages teachers to become aware of the following actions that impede student achievement: 1) "Insufficient wait-time" after asking a question. Allowing more wait time encourages students to think, give "unsolicited responses", answer difficult questions, and discuss the answers with one another. 2) Agreeing with the first answer that a student gives. If the teacher allows a period of silence after the answer or requests additional answers or participation, other students may join in. It is also important to move around and to interact with students who are in the back of the classroom. 3) Giving a student the answer as a part of the question. This practice limits student creativity, although it is not intended to do so. A teacher should only offer an answer when the student needs guidance. 4) Asking for non-specific feedback. Students who are not sure what to ask may feel intimidated. Specific questions challenge students to think and allow the teacher to learn how much the students know. 5) Making comments that cause students to feel inferior. Interrupting students, talking over students, intimidating or threatening them interferes with the learning process. On the other hand, giving credit to students, framing open-ended questions, treating mistakes with understanding, inviting students to comment on their learning process, letting students assist in class, and admitting fallibility all help students to feel at ease. 6) Asking questions that only require memorization rather than original thinking. Teachers should encourage students to analyze, evaluate and synthesize information.Se#Ed;Ayre, M. Mills, J.2003GImplementing an inclusive curriculum for women in engineering education203-210BJournal of Professional Issues in Engineering Education & Practice1294NEngineering Women Inclusively Course Content and Curriculum University Climate^This paper presents a persuasive justification for an inclusive engineering curriculum. The authors report the results of their efforts to incorporate inclusive practices in engineering education at the University of South Australia. The authors collaborated with faculty in the engineering department through informal sessions and staff workshops to develop inclusive curricula through "improving the understanding and practice of faculty, and developing guidelines to assist them in restructuring their courses." Extensive examples from a civil engineering course illustrate inclusive teaching practices. Australian universities are seeking to increase diversity on their campuses. Increasing the number of women in engineering helps to alleviate labor shortages in the engineering profession, "brings in new talents, and provides access to wider markets," and helps women gain access to the "advantages and privileges that accrue to the professional engineer." Typical engineering courses are, the authors believe, "obsess(ed) with the technical, the mathematical, and the scientific [with] an almost complete neglect of social, political and environmental issues." They think that this deficiency discourages female students and other minority students from pursuing engineering. To effectively teach diverse students, the authors say, faculty must begin to adopt new teaching practices, question their assumptions about students' backgrounds, be aware of their use of examples and metaphors, and observe their patterns of attention in the classroom. The six stages of inclusive curriculum development, as outlined by Rosser, were used to implement a curriculum transformation in the engineering department of University of South Australia. The project aimed "to raise awareness of the issues and influence institutional and departmental policy…to produce guidelines, to provide staff development, and to develop and collect resources to assist the growth and extension of inclusive curricula after the formal project ended." Workshops for instructors helped faculty to create their curricula. The authors discussed the term "inclusive" with faculty and explained the ways in which a non-inclusive curriculum poses problems to minority students, as well as the benefits gained by all students through an inclusive curriculum. The curriculum was designed in order to best prepare students for graduate studies. Some faculty members argued that "their curriculum content is based on universal laws, and is not therefore subject to cultural or gender bias." This notion is disputed by several studies that indicate that an individual's "historical and social milieu" and gender influence science. An increase in the retention and success rates of female students in the engineering department occurred after the commencement of this program. However, the authors note that there may not have been a causal relationship. An example of inclusive curricula in civil engineering illustrates how instructors incorporated inclusive aspects in their course. Students were given lectures on "working overseas, team skills, negotiation skills and valuing diversity among colleagues and society." Peer-assisted learning (PAL) and small projects were introduced for students in mechanics and analysis courses to develop graduate qualities and inclusivity. Faculty members and voluntary tutors participated in the PAL sessions. Instructors selected design projects for their students to work on that were realistic and incorporated "technical branches of civil engineering" as well as "environmental, social, and economic implications."JFirst, "include(e) examples and applications of theory from a range of cultures." Then, design a curriculum that effectively communicates engineering principles to students, taking into consideration the following factors: " The learning environment, " Assessment, " Using inclusive resources/content, " Incorporating inclusive teaching and learning methods, and " Applying inclusive principles to the aims and objectives of the program and course. The authors caution against the following instructional problems, which contribute to a "chilly climate": " Assuming that all students have prior practical experience with mechanical and electronic devices and appliances, " "Lack of excitement in the content or presentation of the course," " "Apparent lack of relevance in the curriculum content," " Use of a limited set of teaching methods that are applicable only to a few learning styles, " "[Allowing] disruptive behavior of majority groups (e.g., white male students throwing paper planes)," and " Ignoring an uncomfortable classroom atmosphere (racism, sexism, or other types of prejudice). Australian universities are seeking to increase diversity on their campuses. Increasing the number of women in engineering helps to alleviate labor shortages in the engineering profession, "brings in new talents, and provides access to wider markets," ! Y`; Barlow, A.E.L. Villarejo, M.2004SMaking a difference for minorities: Evaluation of an educational enrichment program00'Journal of Research in Science Teaching0000iBiology Mathematics Science Advising Career Mentoring Financial Aid Special Programs Retention Minorities$This paper measures the effectiveness of an educational intervention program for minority students at the University of California-Davis. The program aims at reducing the attrition of minority students from the biological sciences. Program participants became more likely (compared to a control group) to persist in basic math and science courses and to graduate in biology. Supplemental workshops offering academic and personal advising, peer support, financial aid and supplemental instruction led to improved student performance and persistence.Biology Undergraduate Scholars Program (BUSP), an educational enrichment/intervention program for minority students at the University of California-Davis (UCD), reduced the attrition rates of minority students. This program offered supplemental academic instruction in General Chemistry, Calculus, and Introductory Biology. Study groups facilitated by BUSP fostered strong peer networks. The students also received academic and personal advising, practical experience and financial support through work in research labs. Studies indicate a positive relationship between participating in a professor's research project and persistence in science majors. Faculty members provided "developmental experience" to the students - "starting with simple laboratory tasks… [and] advancing to more challenging activities as students demonstrate competence at each level." The control group had the same gender ratio, fewer African American and Mexican American students, better academic preparation, higher high school GPAs, higher mean math SATs and higher mean verbal SATs than the students in BUSP. Also, the control group had only 50% of the number of Special Action students that were in BUSP. (A Special Action student is a student who would normally be considered below admissions criteria.) English was not the first language of most BUSP students; most students in the control group were English speakers. The study measured persistence rates in General Chemistry, Calculus, and Introductory Biology. BUSP students had a higher GPA in General Chemistry, a higher persistence rate in Calculus and the same persistence rate in Introductory Biology relative to students in the control group.Engage students in research projects during their undergraduate years. Inform students of supplemental classes or workshops available to them where they can gain a better understanding of course work and work in groups with other students.D Biology Undergraduate Scholars Program (BUSP), an educational enrichment/intervention program for minority students at the University of California-Davis (UCD), reduced the attrition rates of minority students. This program offered supplemental academic instruction in General Chemistry, Calculus, and Introductory Biology. Study groups facilitated by BUSP fostered strong peer networks. The students also received academic and personal advising, practical experience and financial support through work in research labs. Studies indicate a positive relationship between participating in a professor's research project and persistence in science majors. Faculty members provided "developmental experience" to the students - "starting with simple laboratory tasks… [and] advancing to more challenging activities as students demonstrate competence at each level." The control group had the same gender ratio, fewer African American and Mexican American students, better academic preparation, higher high school GPAs, higher mean math SATs and higher mean verbal SATs than the students in BUSP. Also, the control group had only 50% of the number of Special Action students that were in BUSP. (A Special Action student is a student who would normally be considered below admissions criteria.) English was not the first language of most BUSP students; most students in the control group were English speakers. The study measured persistence rates in General Chemistry, Calculus, and Introductory Biology. BUSP students had a higher GPA in General Chemistry, a higher persistence rate in Calculus and the same persistence rate in Introductory Biology relative to students in the control group. The researchers observed that male students were more likely than female students in the program to persist in biology and to rec"u;!)Bianchini, J.A. Cavazos, L.M. Helms, J.V.2000From professional lives to inclusive practice: Science teachers and scientists' views of gender and ethnicity in science education511-547'Journal of Research in Science Teaching376;Teaching Women Minorities Expectations Feminism Stereotypes"To provide insight into issues of gender and ethnicity in science education," this paper probes the perspectives of secondary science teachers and university scientists of a range of backgrounds, using data from three separate studies. The three studies represent a continuum of evolution in the instructors' commitment to diversity. The interview process explored "the intersection of personal and professional identities; … the nature of science; beliefs related to [science] students' experiences;" the reasons for underrepresentation, and the role of teaching. The authors believe that the "inclusion" issue is complex and multifaceted, and should be approached with sensitivity. Unlike other researchers, Bianchini, Cavazos and Helms believe that the identity of the teacher- and the teacher's degree of self-examination- are central to teachers' success at addressing gender and ethnicity in the classroom. (Their adherence to self-classification met with resistance from one subject in the study, who identified his or her ethnicity as "homo sapiens.") Feminist observers of science have addressed inequity in scientific culture, terminology, emphasis on objectivity, "climate," and other arenas. The authors draw extensively on the work of Nieto, who discusses the effects of low expectations on students of color. Nieto says that failing to acknowledge the value of students' existing cultural knowledge leads teachers to "think of difference… in negative terms." Nieto also emphasized individual cultural differences between students. The authors use this conceptual framework in their development of interview questions for the educators in the study. All three studies were interview-based. Helms's study involved educators who were not involved in any particular collective project. Bianchini's participants were scientists- both men and women- involved in a seminar series called Promoting Women and Science. Cavazos's interviewees were members of a group called Women Educators of Science and Technology that included high school instructors. First, the authors analyzed the interview content to determine the role that the teachers' gender and ethnicity had played in their own careers. In general, the responses were optimistic. Women described overcoming sexism. A few female science teachers described having been steered away from higher-prestige positions. Marriage and motherhood often conflicted with professors' obligations. The authors noted that the respondents may have been reluctant to give pessimistic feedback due to their professional and cultural pride. Some of the respondents viewed gender and race in science as being only a matter of inclusion rather than topic of study. Several respondents viewed science as objective and free of discrimination. Other respondents saw the structure of science as being created by social mores, and discussed this with their students. A few instructors viewed "all students as the same" and tried to treat them as such, but most viewed students on the basis of their group membership. The categories that teachers separated students into were usually based on their perceived academic aptitude as well as their race and gender. Several instructors who had experienced restrictive identity labeling in the past preferred to see students as individuals who were all unique. Most of the teachers had adopted innovations in their courses such as discussions of minority scientists, group work, discussing personal experiences, integrating cross-disciplinary material, and including portfolio assessments. Several teachers initiated female-friendly classroom practices such as increased wait time after questions, discussions of female scientists' work, personal attention and small group projects. One science teacher, "Elaine," adopted many creative strategies in order to try to include as many students as possible. The authors close by pointing out that feminist scholarship should not be "dogmatically" imposed on scientists without listening to scientists' perspectives. Also, they note that viewing all members of a given underrepresented group as the same can make individuals who differ feel invisible.VIncorporate context and history into science teaching as a way of unveiling the multicultural roots of scientific topics. View students as individuals. Examine your own cultural history and share your personal experiences with students. Question the norms of scientific culture when you feel that such questioning would benefit your students. Unlike other researchers, Bianchini, Cavazos and Helms believe that the identity of the teacher- and the teacher's degr ^;"Bozeman, S.T. Hughes, R.J.2004SImproving the graduate school experience for women in mathematics: The Edge Program243-254:Journal of Women and Minorities in Science and Engineering103TGraduate school Mathematics Networking Advising Time Minorities Women Social supportThis paper examines the effectiveness of the EDGE program initiated at the Spelman College and Bryn Mawr College. This program aims to help female mathematics students, especially those of color, make an easy transition from an undergraduate math program to a graduate math program. Female students are redirected to other programs if they find the programs they are assigned to "inappropriate or unsuitable." The program creates a network for its participants with peers, mentors and faculty. It aims to "diversify the mathematics program." The EDGE (Enhancing Diversity in Graduate Education) program is targeted at reducing the high attrition rate of female students, especially those of color. The high attrition rate of female students from graduate mathematics programs has resulted in a lack of diversity at "advanced levels in the mathematics community." This program aims to retain female students who may drop out of graduate school if they do not receive social support. This program prepares its participants to make an easier transition from undergraduate to graduate school. The program "helps students understand the nature of graduate school culture and anticipate the types of difficulties that generally arise." Faculty members mentor participants throughout their graduate programs. Also, participants are encouraged to understand, accept and learn from people of various ethnic, social, cultural and educational values and preferences. The program redirects students who drop out of the program to other programs that are better suited to their needs. Students are trained in abstract algebra and analysis. These are basic courses required for graduate work in mathematics. These courses are tailored to help students "bridge the undergraduate and graduate content of these areas." Homework assignments are not graded, but constructive feedback is provided. Students are encouraged to work individually and in groups and to present their results to each other. All students receive a copy of the entire group's notes at the end of the courses. Guest speakers are brought in each week to explain research topics, the practical application of mathematics, the relation between mathematics and other disciplines, and possible career options for students with a mathematics degree. Students are also given the opportunity to participate in facilitated discussions relating to "differences of race, culture, geographical origins, and any other background differences or personal preferences." A platform is provided for the participants, graduate mentors and participants from the previous year to network among themselves for the academic advancement of participants. "Research support may be provided to participants "to attend professional meetings, purchase books or software, or for other research needs." 90% of the participants completed their masters' degrees and pursued doctoral degrees. The program gave its participants insight into the work and culture of graduate school, which helped build their self-confidence, thereby encouraging them to persist in the program. The core courses taught by the program were helpful to most of the students. Participants felt they had gained valuable knowledge through interactions with their peers and their graduate mentors. The facilitated discussions on diversity also encouraged the students to pursue graduate school. However, the participants admitted that the program had not completely prepared them for graduate school. For instance, the participants were unprepared for "the loneliness [and] bad advisement," embarrassing situations with faculty, departmental politics, "incomprehensible courses," "teaching responsibilities, the amount of homework and the lack of tests," "time management needs, the lack of guidance and mentoring," and balancing school with the demands of personal life.Providing negative feedback to students who are "not impressive to faculty members in their first semester or year of courses or who do not score well in their attempts at taking preliminary examinations" may discourage students, especially women and students from certain racial or cultural backgrounds "for whom the entry into graduate school requires a major adjustment." Help students to create a support group with their peers and mentors.14810866 The EDGE (Enhancing Diversity in Graduate Education) program is targeted at reducing the high attrition rate of female students, espD;# Brown, B. L.2001*Women and minorities in high-tech careers.;ERIC Clearinghouse on Adult Career and Vocational EducationOctober 22, 2004]Women Computer Science Stereotypes Identity and Personality K-12 Minorities Career Technology\This report briefly describes ways to attract women and minorities to computer-oriented careers. It discusses teaching methods, mentoring, career preparation, changing social attitudes, and connecting technology to students' interests. Although the claims are not always backed by specific evidence, the sources of information are thoroughly cited.~http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=RecordDetails&_urlType=action&objectId=0900000b8013b533fCurrently, the United States is relying more and more on international graduates to fill technical positions in the workforce. Part of the reason for this disparity is that women and minorities are not entering computer science. Women's enrollment in computer science is currently decreasing while opportunities in the field- which are often well-paid positions- are increasing. Integrating community service, interdisciplinary applications, bias-free gaming, and everyday examples into computer science classes can encourage female and minority students to take an interest in computing. Collaborative learning, when structured properly, can break down classroom dominance patterns. The "pipeline" to computing begins at a young age. The author encourages intervention at the middle school level. She notes that guidance counselors sometimes steer minority students away from technical careers. Businesses such as Intel are taking part in encouraging women and minorities to enter the computing workforce. Introducing students to mentors and role models helps to break down the stereotypes surrounding computer science.Contribute to developing a welcoming environment for women and minorities in computing both within and outside the classroom. Make it clear to students that high-tech careers are socially relevant. Engage students in collaborative learning. Take steps to make sure that girls are allowed to participate in computer activities. Mentor female and minority students and discuss career options 2 c^;$!Busch-Vishniac, I.J. Jarosz, J.P.2004`Can diversity in the undergraduate engineering population be enhanced through curricular change?255-282:Journal of Women and Minorities in Science and Engineering103mEngineering Gatekeeper courses Women Feminism Minorities Collaborative learning Course Content and CurriculumAugust 1, 2004;The authors present a review of the literature related to curriculum changes in undergraduate engineering to increase retention of underrepresented students. The authors recommend a revolutionary change in the "unattractive, unresponsive, and culturally biased curriculum" of engineering. There is evidence that integration of theory with applications "make[s] engineering attractive" to women. Also, emphasizing the contributions made by women and underrepresented minorities to science makes female and minority students "feel as if they are an integral part of the engineering profession." Collaborative learning methods are most effective for retaining female and minority students, provided that the presence of these students is "not diluted by dispersal into separate teams." Instructors and students should be trained to better understand the dynamics of teamwork. Gatekeeper courses strongly discourage women and minority students from entering engineering programs. (This claim partially disagrees with the research of Tobias (1990).) Introduction of "creative [or interdisciplinary] engineering degree programs" might attract more students to engineering. The authors believe that "web-based and other distance instruction approaches" may have potential in attracting underrepresented students to engineering (see Alha (2003)).This article targets the lack of diversity in undergraduate engineering. It reviews literature and data on curriculum reform programs initiated at various engineering colleges. The authors report increasing attrition rates of female and minority students in engineering. Students from underrepresented groups and women continue to cite "chilly environments" as their reason for dropping out of engineering. The authors are concerned that courses in the engineering curriculum such as core science and math courses have little "cross-linking" with other courses such as physics or statistics- let alone the humanities and social sciences. This can be disadvantageous to women and minorities because they are "encouraged to pursue engineering careers" though they are "less likely to be exposed to engineering as a profession." The paper shows several instances wherein courses were integrated and more underrepresented students were retained. Several courses were integrated into one course (math was integrated with science, humanities and fine arts, for example) or integrated into a cluster of concurrent courses (engineering design, physics, calculus, and English classes during the freshman year). Also, social values were combined with technical material. Examples included courses in "technology, society, and values; environmental issues and societal values." The authors suggest that considerations relevant to women and minorities should be integrated into the engineering curriculum. Women and minority students perceive "concrete evidence of relevance to their subcultures" as especially important. Female students usually do not have any hands-on-experience with engineering, unlike boys, who "get into computers at an early age with tinkering and video games." Hence, women can benefit from hands-on-experience with engineering during their freshmen year in college. Designing traditional science courses with a feminist approach helps to increase the retention and participation rates of female and minority students. Acknowledging the contributions made by female and minority engineers makes underrepresented students more comfortable. Integrating the relevance of science to the culture and views of science of minority students is also effective in increasing the retention of minority students. The authors believe that there are too many courses required in engineering. Students, burdened with heavy course loads, have little room for experimentation. Also, "higher than normal credit hours" are required to graduate on time in an engineering program. Engineering programs often assume students have certain levels of knowledge and ability when they enter college. However, not all students take advanced math and science courses in high school. Therefore, a barrier is created that prevents the entry of many female and/or minority students. If students take the prerequisite classes before they enter the engineering program, this lengthens their stay in college, which can be expensive. The authors recommend reducing the prerequisites required to enter engineering programs. Engineering departments usually have an extremely competitive and discouraging environment. The authors recommend instituting collaborative learning, reducing the impact of gatekeeper courses, creating alternative paths to engineering-related careers, and advising freshmen on college pressures. The authors advocate a "well-rounded" or Renaissance model of engineering education which is highly interdisciplinary. They suggest offering minors in engineering, master's degrees for non-engineers and interdisciplinary majors in order to reduce the rigidity of engineering programs. The authors believe that "engineering colleges must assume responsibility for promoting technological literacy throughout the university." Technology can be used to make engineering more accessible to women, minority students and disabled students. Providing on-line lectures frees up lecture time for discussions that can be used as team problem-solving sessions. Online courses can also be effective when a topic does not require much interaction. However, students may not benefit from such teaching methods if there is a digital divide among students. Also, this form of teaching can lead to student frustration due to the lack of technical support and immediate instructor feedback. In addition, physical separation of students may make collaborative learning difficult and may frustrate students who seek communication and social support.Use collaborative teaching methods to effectively reach all students in the classroom. When assigning teams, "distributing a minority within a majority can lead to the disappearance of the minority." Hence, care should be taken to avoid isolation of students within groups. It is useful to assign each member of the group different roles throughout the course ("so that an aggressive team member does not always assume the lead role") and to create all-female teams or teams with female majorities. Inform students of contributions made by women and minorities in engineering. Encourage students to attend workshops for introductory courses. Also, offer freshman orientation sessions wherein students can learn skills to adapt to the college environment. Attempt to reduce the impact of gatekeeper courses. Connect technical material with social issues and bridge physics and math with engineering applications. Attempt to institute interdisciplinary majors and reduce barriers to entering engineering.14810877This article targets the lack of diversity in undergraduate engineering. It reviews literature and data on curriculum reform programs initiated at various engineering colleges. The authors report increasing attrition rates of female and minority students inf ;%KCabrera, A.F. Crissman, J. L. Bernal, E. M. Nora, A. P.T. Pascarella, E. T.2002QCollaborative learning: Its impact on college students' development and diversity20-34&Journal of College Student Development43(2)2ZCollaborative Learning Academic achievement Communication Women Minorities Learning StylesThere are two theories about the effectiveness of collaborative learning: 1) collaborative learning benefits all students, 2) collaborative learning benefits primarily women and minority students for cultural reasons. This study confirms that collaborative learning benefits all students and encourages them to be more open to diversity. The article also discusses factors that correlate student comfort with diversity. The authors strongly recommend using collaborative learning in the classroom.Zhttp://www.soemadison.wisc.edu/edadmin/people/faculty/cabrera/Collaborative%20Learning.pdfeCollaborative learning involves small group work in which students solve problems while the faculty member acts as a facilitator. Studies report that students become more confident and less likely to drop out of college when they engage in collaborative learning. Vogt (1997) maintains that collaborative learning promotes tolerance because it is egalitarian, solution oriented, and noncompetitive. This teaching method can be extended outside the classroom. Many well-known educational organizations believe that it is wise to link students' in-class learning with extracurricular activities. Since earlier studies suggested a correlation between academic success, class participation and tolerance, the authors measured these seven independent variables: 1) Preference for Collaborative Learning, 2) Socioeconomic Status, 3) CAAP Scores, 4) High School GPA, 5) Racial Composition of High School, and 6) Average Hours of Study per Week. The results measured were changes in: 1) Personal Development, 2) Understanding Science and Technology, 3) Appreciation for Fine Arts, 4) Analytical Skills, and 5) Openness to Diversity. The first four dependent variables are connected to students' likelihood to remain in college. The researchers surveyed 2050 randomly chosen college sophomores at 23 institutions, including "private, public, research, liberal arts, and historically Black colleges and universities." They found that students of all groups grew personally and intellectually due to engaging in collaborative learning. Minorities were slightly more interested in collaborative learning than Caucasian students were, but students of all backgrounds benefited from the experience. There were no significant gender differences. Student open-mindedness was also enhanced by working in groups. This effect was most pronounced for White females and Hispanic students, but less so for White males. As the authors state, "Cooperative learning practices create the process and setting where learning is maximized and preconceptions are confronted through positive, productive interactions between students of different backgrounds."uIntroduce collaborative learning to enhance student communication skills, openness to diversity and academic success.lCollaborative learning involves small group work  s8;&Campbell, A. Skoog, G.20041Preparing undergraduate women for science careers24-26#Journal of College Science Teaching335<Mentoring Women Science Undergraduate Self-perception CareerThis paper reviews the effectiveness of an undergraduate research and mentoring program at the Texas Tech University/Howard Hughes Medical Institute in encouraging women to pursue science careers. "Increased skills, self-confidence and motivation" were observed among female students who were involved in undergraduate research. These female students were more likely to pursue science careers.Whttp://www.nsta.org/main/news/stories/college_science.php?news_story_ID=49129&print=yessThe Undergraduate Biological Sciences Education program at the Texas Tech University/Howard Hughes Medical Institute (TTU/HHMI) was created in attempt to increase the participation of "women and minorities in the sciences by involving undergraduate students in research laboratories and experiences." Researchers measured the effectiveness of this program using questionnaires and interview transcripts. The program increased student retention. Positive career-related interactions with the project director, their mentors and other students helped the students to prepare for graduate school. Undergraduate research experience increased female students' self-confidence through "success in labs" and positive feedback from research mentors. It provided them with research expertise, opportunities to present papers at conferences, and a "realistic view of science." These students were not discouraged by the time demands posed by graduate study. They felt that their undergraduate research experience prepared them for these challenges. The students made lab work their first priority, while family responsibility "took a back seat."$Create research opportunities for students, especially underrepresented students. Provide mentoring to students through encouragement, support and lab experience. Provide students with opportunities to do "interesting research." All of these experiences contribute to professional confidence.sThe Undergraduate Biolo#F3;'Ferreira, M. M.2003NGender issues related to graduate student attrition in two science departments 969-989 (21)+International Journal of Science Education.258MRetention Women Biology Chemistry Advising Competition Sexism Graduate schoolThe author examines the factors pertaining to the high attrition rates of women in the fields of biology and chemistry at a large research university in the Mid-West. Data were collected from departmental records. Surveys from 170 students and interviews with 32 students, in addition to interviews with 12 faculty members, were used to identify factors pertaining to the attrition of graduate students in the two departments. The results of the study indicate a larger attrition rate in the biology department relative to the chemistry department. Both departments had larger attrition rates for women than for men. Also, various factors relating to the attrition rates are reported in this paper. Those include: a chilly climate for women, overemphasis on competition rather than on collaboration, advisors favoring men rather than women, and lack of female faculty who could serve as role models. This paper provides an interesting perspective on the environment that prevails in these two departments that often prove adverse for women graduates. The study was limited to two departments within the same university. Only six students were interviewed to find out why students leave the department. Hence, caution should be taken when generalizing the results obtained from this study. The sample used in this study included graduate students and faculty members from the biology and chemistry departments at a large Midwestern university. The biology department had 177 graduate students, 43% of which were women. Nine of the 48 faculty members in the biology department were women. The chemistry department had 186 graduate students, 30% of which were women. There were no female faculty members in the chemistry department. Additionally, six graduate students (1 male, 5 women) who had left the program without completing their degree were interviewed to find out what led to their drop-out decision. Female chemistry graduate students perceived the working environment in the lab and the department as "chilly," governed by "masculine patterns of behavior" and hence, discouraging for their academic advancement. Female students were excluded from informal interactions with their peers and professors in the chemistry department. Faculty members were unfriendly, unhelpful and often rude to female students. Moreover, the social environment in the chemistry department was characterized by the "survival of the fittest" concept; aggressiveness and cut-throat competition was expected from students. Female students indicated that they would have preferred a collaborative environment. Advisors discussed research related issues with male students, while they mostly discussed social issues with female students. They often ignored female students' opinions. Female students mentioned that they did not receive much mentoring from their advisors. They felt helpless and isolated due to the absence of female faculty members who could have been role models for them. The working environment in the biology department was more collaborative and hence more conducive to the academic advancement of female graduate students. Male and female advisors were extremely helpful, supportive, and treated male and female students equally and fairly. In spite of the favorable environment in the biology department, the attrition rate is higher in this department than it is in the chemistry department. This could be because of role conflict and research versus teaching. Role conflict pertains to balancing of familial responsibilities with academic responsibilities. Female students believed that a career in research did not allow them to have families. The female faculty members in the department did not have children. The biology department had made departmental changes to help faculty balance familial responsibilities with career demands, but graduate students were unaware of them. Also, teaching is often the best option for individuals facing role conflict. But teaching is not highly valued relative to research, and students are trained to be researchers rather than teachers. Students in the chemistry department were unaware of role conflict due to the absence of female faculty members and the seniority of male faculty members. Also, most female students in the chemistry department were young and unmarried. Students could enter industry if they faced role conflict during their research career. The biology department, on the other hand, did not have any affiliations with industry and hence, this option was closed to biology students.Make laboratory and departmental environments more collaborative and conducive to the academic advancement of female graduate students. Hire more female faculty members. Allow for faculty to balance family and career responsibilities through departmental changes, and make graduate students aware of these allowances. Combine research with pedagogy. Encourage biology departments to collaborate with industry to expose students to potential careers open to them. The sample used in this study included graduate students and faculty members from the biology and chemistry departments at a large60;(Frieze, C. Blum, L.2002fBuilding an effective computer science student organization: the Carnegie Mellon women@SCS action plan74-78ACM SIGCSE Bulletin342@Computer Science Special Programs Women Social support Mentoring(Frieze and Blum describe the workings of a student organization for women within the computer science department at Carnegie Mellon. The student run Women@SCS Advisory Council encourages the persistence of women in computer science through a series of social and professional development events.The number of women students in the Carnegie Mellon's computer science department grew rapidly from 1995 and 1999 as a result of high school interventions, the de-emphasis of the importance of prior programming experience, and advantage being given to students with records of community service. In 2000, The Women@SCS Advisory Council was created to ensure these new female students would feel "at home" in the program and would be willing to stay. Frieze and Blum asserted that the creation of such organizations is dependent upon faculty and institutional support (including funding), a hired program coordinator, having set meetings and elected council leaders, a functional and promoting website, and an emphasis on service. Graduate and undergraduate students who were members of the Women@SCS Advisory Council engaged in both professional and social activities, with graduate students less involved in the social aspects. Some of the events included freshmen orientation, pairing young students with more senior "big sisters," offering small undergraduate research grants, and offering learning sessions for different computer systems such as Unix. The Council also put on a number of events to give back to the department and community. For two consecutive years, a group of graduate students led a workshop with middle school girls "Is There A Robot In Your Future?" In this and other ways, the Council is helping to bolster involvement of current women in science at Carnegie Mellon as well as future generations. 0097-8418Student organizations such as the Women@SCS Advisory Council can help to support the inclusion of underrepresented groups and their continuance in STEM disciplines. The key to these organizations' success is  >lD;)%Ganz, A. Howe, S. Rivera, V. Chu, Y.2003CBreaking the silicon ceiling: Women in engineering freshmen seminar+ASEE/IEEE Frontiers in Education Conference Boulder CO[Minorities Women Technology Engineering Social support Career Self-perception UndergraduateGanz et al. conducted a pilot study for freshmen women in engineering in the form of a weekly seminar. Ganz found that first year women engineering students enjoyed the chance for community building, experiences with practitioners and faculty, as well as the use of technology in the form of a PDA. Although the seminar did not mitigate all of the fears about the program for the women involved, it was a good beginning toward persistence of women in engineering.7The goals of the seminar were to build a needed community for women in engineering, to provide women with and empower them to use technology, and to increase professional confidence through interaction with students, faculty, available services, and practitioners in the field. The seminar included workshops for women, minority engineering students and transfers. These workshops focused on career skills such as resume writing and time management. Sections for women only were available and focused on technology. Each participant was given an article to read and then present to the class. Every woman in the program was loaned a PDA and completed a number of specific assignments with it. Technology was also emphasized by student presentations about specific technology issues and the class use of an interactive website. The use of technology was positive and one of the most liked features of the program. Although at the end of the program, many women still reported fears about their future, they still felt as if "they weren't alone" as female engineering students.Since many women who begin engineering programs do not finish them, efforts need to be made to disrupt the fears many women have in engineering programs. rC^;*)Gilbert, L. A. Bravo, M. J. Kearney, L.K.2004APartnering with teachers to educate girls in the new computer age179-203:Journal of Women and Minorities in Science and Engineering102&K-12 Women Technology Computer Science=Gilbert, Bravo, and Kearney used an intervention in a middle school designed to alter negative perceptions of girls and technology. Through skits and group projects, children were educated about what stereotypes exist about girls and computers and then engaged in positive technology experiences without gender bias."Girls and women currently have a very limited voice and place in the tech-savvy world." To this end, Gilbert, Bravo and Kearney conducted experimental studies in consecutive years at a middle school around an intervention designed to reduce the barriers between girls and computers. The intervention was focused at both teachers and students. Students participated in two role plays (interactive skits) and two collaborative group activities The skits allowed students to take on the role of a project leader or a girl joining a group of all boys (and vice-versa). Activity 1 let students debate true-false questions about gender stereotypes. Activity 2 let female students lead a design team focused on creating the layout for a homepage. The teacher intervention involved their observation of trial skits prior to the class experience and participation in two 2-hour seminars on gender issues and education. Gilbert, Bravo, and Kearney found somewhat significant results suggesting that the intervention encouraged future computer use for girls and more balanced views of gendered computer expertise. The authors concluded that girls' lack of computer use was more the result of them not seeing themselves as computer users as opposed to any lack of computer skills.Misconceptions and gender stereotypes that both girls and boys hold regarding women and technology need to be confronted and changed. University programs that educate teachers and students about what stereotypes exist should be done, targeting children as early asl;+Gilbert, J. Calvert, S.2003jChallenging accepted wisdom: Looking at the gender and science education question through a different lens861-878*International Journal of Science Education257>Culture Women Science Identity and Personality Self-perception}This study is a qualitative psychological exploration of the motivations behind a group of women scientists' success. The authors found that "girl-centered" course material and the presence of female role models were not formative for these women. Rather, they found that having close relationships with male family members, liking the lack of emotionality of science disciplines, and being drawn to a sense of "power" that science conveys were all instrumental in women's decisions to enter the sciences. This article is interesting because it explores the effects of the masculine culture of science on women and, in addition, does not describe women as being uniformly "feminine" in their aspirations or personality traits. In addition, it describes a phenomenon that many female scientists feel- a sense of "disconnection" from their field and a lack of personal relatedness to their work. The authors critique past literature and efforts towards inclusion of women in science. They state that, although women are studying science internationally in increasing numbers, they are not participating in the workforce in increasing levels. Past literature, they write, "assumes that the problem of gender and science arises in the widespread understanding of science as being a largely 'masculine' pursuit." Based on early studies identifying the "scientific personality" as being "politically conservative and authoritarian, inward-focused [and] low in social interests and skills," educators have turned to application of science to real-world problems in the hopes of interesting women in the field. However, these programs have had mixed results. The authors believe that women are not necessarily "feminine" and men are not necessarily "masculine." Some feminist scholars have written that women cannot succeed in science while perceiving themselves as feminine. Many programs for women in the sciences, the authors say, have taken an essentialist approach to gender, unintentionally reinforcing girls' sense of science as disconnected from the feminine. The study consisted of a series of psychologically oriented interviews with a sample of successful women scientists, conducted in a three-stage process. The interviews were interpreted on both a surface and an unconscious level, using a "reading between the lines" technique based on the work of philosopher and psychoanalyst Luce Irigaray. The authors explored the "relationship between the internal constructions [of their subjects] as women, and their ability to fully participate in science." The scientists who participated in the interviews saw "science as powerful knowledge." Some even described it as a means of "certainty" or "escape" during difficult times. Many saw science as "analytical," "individualistic," and even anti-feminine. They tended to keep their personal and professional lives separate. This, in addition to the social isolation, led to a sense of disconnection among many of the respondents. They expressed a desire for connection within science and a desire for power and control. They were action-oriented and expressed scientific curiosity. Many of the women described being more similar to their fathers than their mothers, and seeing their mothers' lives (as homemakers) as being "limited." (Most of the women's fathers worked in technical professions.) In conclusion, the paper questions whether science is considered masculine because it is power-oriented, or vice versa. This report is of interest because it portrays clearly "what it takes" for some women to succeed in the sciences and the compromises that they make.Encourage assertive women in your classes to pursue the sciences. Assist women in connecting their science careers with their personal lives and interests. Give women in the sciences opportunities for leadership, professional advancement and social interaction. The authors critique past literature and efforts towards inclusion of women in science{ K^;,Gokhale, A. A. Stier, K.2004GClosing the gender gap in technical disciplines: An investigative study149-160:Journal of Women and Minorities in Science and Engineering102MWomen Gatekeeper courses Undergraduate Engineering Technology Active learning{This article describes a survey of female undergraduates and alumnae at the Illinois State University Department of Technology. The survey questions were designed to identify ways to make a required introductory course- and the rest of the program- more "female-friendly." The course "introduced technology majors to mechanical systems, electronics, and fluid power principles through lectures and laboratory work." The students were enthusiastic about design, engineering, and hands-on work, but were at a disadvantage because of their lack of mechanical experience. The department has made outreach efforts as a result of the survey.mIn an attempt to discover what departmental changes would benefit female undergraduates, the authors administered evaluation surveys to female technology majors participating in a required introductory course. The authors also surveyed alumnae of the program. However, most of the alumnae had not taken the introductory course, so their responses were of limited value. The women in the survey sample were mostly of typical college age (under 23), with little to no experience in engineering work environments. They expressed enthusiasm for technical topics, hands-on exercises, design and active learning. However, their mechanical experience was limited. The students reported that the course examples assumed that they had the basic knowledge that comes from regular machine use and repair. The women had to work harder to understand the examples because of their unfamiliarity with the material. They noted that it was easier to understand electronics than hydraulics. Although the instructors treated the female students with respect and were inclusive, several students mentioned that it was challenging to "prove themselves" to their male peers. However, their peers became more accepting as the course progressed. As a result of the responses from the survey, the department has assembled a female advisory board and is offering workshops to introduce girls to engineering.zOffer girls and women opportunities for hands-on participation in the sciences. Don't assume that the women in your classes are already familiar with basic concepts (such as the real size of a "2 x 4"). Use examples that are relevant to women's everyday lives as well as the standard examples (pistons, rockets, etc.). DemoC $^;-)Greene, S. V. Wheeler, H. R. Riley, W. D.2004dPerformance in college chemistry: A statistical comparison using gender and Jungian personality type217-228:Journal of Women and Minorities in Science and Engineering1038Women Chemistry Identity and Personality Learning styles20040801The authors evaluated student performance in introductory chemistry based on their gender and Jungian personality type in order to understand how to assist students in reaching their full potential. Female students whose types were ESFP (extroverted, sensory, feeling, perceiving) and ENFP (extroverted, intuitive, feeling, perceiving) performed less well than other women in the class. Male students whose types were ISTP (introverted, sensory, thinking, perceiving) and ESTP (extroverted, sensory, thinking, perceiving) tended to perform less well than other men did. ESTJ (extroverted, sensory, thinking, judging) females tended to withdraw from the course, even though their grades were good. The most successful type across both genders was INTJ (introverted, intuitive, thinking, judging).Jung described personality structure by classifying people into sixteen categories based on combinations of four attributes: 1. Extroversion (action) versus Introversion (reflection), 2. Intuition (abstract thinking) versus Sensory perception (concrete/factual thinking), 3. Thinking (facts-based decision making) versus Feeling (values-based decision making), and 4. Judging (preferring decisions) versus Perceiving (preferring open-ended options). For more information on the personality types, please refer to Keirsey's taxonomy (1998). This study examined the performance of 999 students in freshman chemistry. These students had a wide variety of majors, ranging from Engineering to English. The students' grades and withdrawal rates were pooled based on gender and personality type. The authors note that students with the combination of "Sensing and Feeling" usually opt out of chemistry. They base this conclusion on a comparison between the profiles of the chemistry students and that of the general population. This result was statistically significant across genders. There were interesting correlations between personality type and academic performance. Women who were "Intuitive, Thinking and Judging"- logical, organized and determined- were more likely to study chemistry than other women were and were also likely to perform well. For both genders, people with a logical (T) orientation were more likely to study chemistry than people with a values (F) orientation. Men who were "Sensing, Thinking and Perceiving" and highly detail- oriented did poorly in chemistry. Students with a flexible (P) decision making style did more poorly than students who were decisive (J). Because of the statistical distribution of women among the sub-types, women face a disadvantage in chemistry. The article takes no position as to whether cultural change is needed or whether the "Introverted, Intuitive, Thinking, Perceiving" nature of chemistry is simply part of the academic landscape. Since women tend to make values-based decisions (F) more often than men, women may be uninterested in studying fields that they perceive to be less value-oriented. However, women who are logically oriented and determined can be quite successful in freshman chemistry. None given.14810851Jung described personality structure by classifying people into sixteen categories bas+;.3Harris, B.J. Rhoads, T.R. Walden, S.E. Murphy, T.J.20046Gender equity in industrial engineering: A pilot study186-193 NWSA Journal161OWomen Engineering Sexism Discrimination Career Advising Mentoring Undergraduate Spring 2004This paper reports the findings of a pilot study on the increasing number of female graduates from an Industrial Engineering Department.This study, conducted at the University of Oklahoma (OU), noted an increase in the number of female faculty members in the Industrial Engineering (IE) Department. IE classes had more female students than any other core engineering classes on campus. These classes had an active, hands-on learning environment which incorporated study groups. Also, faculty members encouraged students to participate in research activities on campus. Faculty members interacted with students during and after office hours. Female students indicated that they liked the practical application, the management potential and the people-oriented aspect of industrial engineering. The 11 female students who participated in this study received guidance from their mothers (rather than their fathers) on their undergraduate education. They had comparatively less exposure to computers than their male peers. Students did not feel discriminated against by faculty members and the IE department on the basis of their gender. However, female students did sense some prejudice on the part of their male peers. One female student indicated that, in spite of earning a high GPA, she felt that she had to constantly prove herself. Male students stated that female students were attracted to IE because it is a "softer" science.104006560Provide students opportunities for hands-on experiences through research projects, internships, co-ops etc. Help students, especially female undergraduates, with career planning. Recognize any form of sexism or discrimination among students so that students can have an incl( ;/ Henwood, F.1998[Engineering difference: Discourses on gender, sexuality and work in a college of technology35-49Gender and Education1014Engineering Women Sexism Stereotypes Science Careers March 1998"This paper is an incisive analysis of gender stereotyping among male and female engineers and college administrative staff. The author believes that people's unwillingness to question gender roles lies at the root of the problems- as well as the advantages- that women engineers experience.8The author proposes an alternative explanation for the difficulties faced by women in science and engineering, based on discourse theory. She studied the conversations that take place about women in engineering among faculty, students, and administrative staff at a technical college in the UK. Her research led her to conclude that both men and women in engineering and administration actively resist challenging the norms of society. They believe that men are naturally aggressive and technically oriented, while women are more socially adept and should preserve their femininity. While most women supported equal rights and opposed job discrimination, they also were reluctant to affiliate themselves with the feminist movement, which they considered overly radical. Both men and women saw female engineers as exceptional or unusual. This made it difficult for male professors to accept mediocre performance from their female students. However, male students were hostile to their female peers when they excelled. In general, men in technical fields were protective and paternal towards women engineers unless they felt threatened by them, in which case they became unfriendly and demeaning. The author specifically states that both women and men are afraid of women who are overly assertive or unfeminine. Women in technical fields go to greater lengths to prove their femininity, and men expect that women- even female engineers- will remain somewhat deferential to them. These actions and assumptions are rooted in people's discomfort with the violation of traditional gender roles.09540253IExamine your preconceptions about gender and be willing to question the GZ\;0Li, Q.1999ATeachers' beliefs and gender differences in mathematics: A review63-76Educational Research411Academic Preparation Stereotypes Expectations Active Learning K-12 High School Sexism Teaching Collaborative Learning MathematicsThis paper reviews the research to date on the effects of mathematics teachers' gender and beliefs on their attitudes and behavior towards male versus female students. The results indicate that, while teachers' grading behavior is fair, teachers' expectations of student success may reinforce gender stereotypes. Female teachers are also more likely to use active and collaborative learning methods. In general, students rate their teachers of the same gender more favorably.The author summarized and, to some degree, evaluated current literature on the effects of teacher gender and gender-related beliefs on mathematics education. He begins by stating that it is important to transmit "appreciation of the beauty of mathematics" (Fennema, 1990) to women, since mathematics is culturally important. The author proposes a graphical model which describes the following causal relationships: teacher gender affects teacher beliefs, both of which affect a circle of the following factors (all of which influence each other): student beliefs, student behavior, student achievement, and teacher behavior. This framework suggests possible observational goals for further research. The research summarized in this paper shows that mathematics teachers in the U.S., while grading fairly on a gender basis and believing that their gender does not influence their teaching, continue to hold much higher expectations for male students. Teachers tend to interact more with male than female students and to consider male students superior in "ability.. more competitive, more logical, more adventurous... enjoy[ing] mathematics more and more independent in mathematics." Female students observed that "the teacher appeared to believe that mathematical problem solving was not for them." Students in a Nigerian study preferred teachers of their same gender. In the U.S., students tend to rate teachers who are of their same gender more highly. (This factor is not considered in typical evaluation of college-level instructors.) In general, male and female teachers appear to be similar in skill level and to hold similar beliefs about mathematics. The only differences that the author notes is that female teachers tend to use active and collaborative learning methods, as well as discussion, more often, and to give praise and other "indirect" instruction (expanding upon student points and acceptance) more than male teachers do. The author recommends further qualitative research, more research into "gender differences of teachers'... beliefs about the content", and further exploration of "the relationship between the gender differences of teachers' beliefs and the gender differences in their decisions and classroom instructions."1Examine any societally-created expectations that you may hold about your students' skills in math based on their gender. Observe your treatment of students in the classroom. Remember not to steer women away from math-related careers. Try to view students based on who they are, not who you think they are.The author summarized and, to some degree, evaluated current literature on the effed^;1Marra, R. M. Bogue, B.2004`The Assessing Women in Engineering project: A model for sustainable and profitable collaboration283-296:Journal of Women and Minorities in Science and Engineering103eWomen Engineering University Climate Assessment Special Programs Mentoring Social support Recruitment20040801This article describes a successful collaboration between a Women in Engineering program director and an assessment professional. This collaboration allowed the director to strengthen the effectiveness of her program and use her resources more efficiently. The authors offer suggestions for other program staff wishing to emulate their methods. Close communication is key to achieving successful assessment.O The purpose of the collaboration between the Women in Engineering director and the assessment professional was to develop "exportable, valid, and reliable quantitative assessment tools" for other Women in Engineering directors and to educate them on the benefits and methods of assessment. The authors have conducted literature reviews and are working together with other programs to assess their needs and benchmark their activities. They have pilot-tested five assessment instruments, are studying the long-term effects on students of participating in Women in Engineering programs, and are developing documentation and a web site. Collaborations of this type are important because the staff of Women in Engineering programs tends to be fragmented, and the directors are often balancing multiple duties. This fragmentation of responsibilities makes it difficult to achieve "continuity and comprehensiveness in activity execution and follow-up." Undergraduate retention programs for women are usually "aimed at supporting students and helping them develop [professional] skills." Women in Engineering Directors may engage in "recruitment and retention programming," counsel students, write proposals for funding, and interface with the rest of the university community. The assessment professional must collaborate closely with the director in order to "determine the goals, objectives, and outcomes of the intervention that is to be assessed, [develop] assessment tools" or seek out existing ones, implement the finalized instruments, report the data, and assist with data interpretation and making recommendations. For the assessment process to be successful, it is essential for the assessment professional to have regular meetings with the director, as well as access to other key personnel and stakeholders. The assessment instruments developed by the team reflect a combination of measures of objectives (suggested by the assessment professional) and measures of student program satisfaction (traditionally used in the field). Feedback from a thoroughly executed assessment of a summer program for high school girls allowed the director to substantially reorganize the program so that it began to meet its objectives. Initially, the students enjoyed the program but did not follow through on applying to the university. A time analysis of student activities showed that they were spending very little time actually learning about science and engineering. The program was subsequently refocused on hands-on experiences, and peripheral activities were eliminated. This allowed the Women in Engineering program to conserve its resources. The authors conclude that without the assistance of assessment professionals, Women in Engineering programs may not fully achieve their goals or use their time and energy efficiently. With the combination of the assessment professional's analytical skills and the Women in Engineering director's cultural knowledge and "subject matter expertise," programs can create "outcomes that are more than the sum of their parts." Effective multidisciplinary programs are also more likely to attract funding.:This article is primarily geared towards directors of programs for women and other underrepresented groups in the sciences. The authors recommend developing a partnership with an assessment professional in order to conserve financial and human resources, attract funding, and enhance the effectiveness of programs.14810881R The ;2Mayberry, M. Welling, L.2000hTowards developing a feminist science curriculum: A transdisciplinary approach to feminist earth science1Transformations111<Culture Feminism Women Science Course Content and Curriculum Mar 31, 2000dMayberry and Welling examine the lack of feminist critique in the study of science and suggest that newly developed science curriculum will help to overcome this deficiency. Several science classes were developed that examine how science affects politics and culture and how these same forces influence what aspects of science are researched and accepted.Mayberry and Welling argue that feminist analysis needs to be added to the study of science (and science to feminism studies). A feminist science curriculum does not just mean a focus on gender inequality. It is a view of science as a creation of particular cultures and not as an unbiased set of facts. When knowledge is viewed as created and not discovered, it becomes clear that this creation is most certainly influenced by the dominant group to the exclusion of other perspectives. The authors contend that science education often lacks any cultural perspective. As a first step to altering this paradigm, several courses were implemented into a university science curriculum. In particular, Earth Systems: A Feminist Approach was an introductory course designed for students from a variety of disciplines. The class first includes self reflection about water, where it comes from and why it is important. Expanding this idea to a geological context, the course examines how science and social hydrological practices interact. A combination of readings, videos, and discussions help students to view science practices not merely in the abstract but grounded in their socio-cultural influences. Mayberry and Welling argue that to fully achieve an integration of these practices into science education, courses need to be designed that 1) drop course specific content and embrace content from many different areas 2) focus on how nature, science, culture, and scientific practices interact. 3) let all students actively and critically examine methods of scientific investigation 4) nurture greater understandings of how science is used from political, social, and economic perspectives 5) help students create a conscious effort of applying learning to social actions.10525017The lack of feminist analysis in science should be addressed by integrating such subject matter into specific science courses. Students should have the opportunity to view knowledge as something created rather than discovered and view science in the context of how it affects society.Mayberry and Welling argue t: ;3%Mbarika, V.W. Sankar, C.S. Raju, P.K.2003ZIdentification of factors that lead to perceived learning improvements for female students26-36IEEE Transactions on Education461dActive learning Self-perception Women Engineering Technology Collaborative learning Class DiscussionSContradicting the supposition that women are less interested in technical topics than men, the authors found that female students in business and engineering greatly appreciated a multimedia case study exercise in which they made decisions relating to power plant machinery. The self-development, group work, and interactive learning in the exercise led to many positive comments from the female students. Male students also valued these experiences, but less strongly. Male students were more likely to approve of the logistics of the exercise, while females focused on the learning experience.6This article disputes the claim that women are intrinsically less interested in technical problem solving than men are. The authors mention that women are increasing their participation in higher education and in medicine and law, but not in engineering and computer science. The authors developed a CD-ROM case study based on an example of decisions being made in a power plant. The case study was not altered to make it more "female-inclusive," but was made with photographs of the actual people who worked in the plant. The case study exercises included technical problem solving, project management, and development and analysis of alternative solutions. The results of the study show that "cognitive skills improvement" did not correlate with gender. However, female students' perception of their own technical abilities improved dramatically. Female students were most enthusiastic about the multimedia learning process, although male students also expressed satisfaction. The female students reported that the exercise was challenging and that they enjoyed learning from others. Interactive exercises such as these can effectively develop female students' self-confidence and enjoyment of the technical curriculum. Many of the female students said that they could envision themselves as engineers after doing the exercise.Rather than relying on "PowerPoint presentations" for effective teaching, involve your students in active learning. Female engineering students value exposure to the problem solving process as well as group discussion. These nontraditional methods are also beneficial for male students.6 ^;4Middlecamp, C. H. Moore, J. W.1994GRace and ethnicity in the teaching of chemistry: a new graduate seminar288-290Journal of Chemical Education714:Minorities Chemistry Graduate school Culture UndergraduateApr 0401This article describes a highly successful graduate seminar which discussed race and ethnicity in chemistry instruction. The professors questioned the culture of science and explored what is included in traditional chemistry courses, how to incorporate multicultural considerations into chemistry teaching, effects of lab practices, and many other topics of interest to future teachers. Student feedback was positive and indicated that the course stimulated personal growth and critical thinking.SThe culture of science has been criticized for its reflection of "the dominance of whites" in the larger society. The authors of this article developed this course in an effort to address the lack of discussion of race and ethnicity in chemistry teaching. The course was geared towards graduate students in chemistry as well as undergraduates in science education. Over a dozen students participated in the class regularly, although only five were enrolled for credit. The authors collaborated with a professor from the School of Business, Brenda Pfahler, who is an expert in teaching and learning styles. The reading list included many interesting publications, from "The Japanese and Western Science" (by M. Watanabe) to "The Education of a WASP" (by L. Stalvey). The students discussed many topics during the semester, including the following: 1) What is "ethnicity"? Who defines the "reference point"? 2) What counts as a book about racism? How do our perspectives affect our experiences and selection? 3) How do you observe your own culture? 4) Discussion of student ideas and reactions. 5) Are our questions culturally biased? What is "true science"? 6) Discussion of networking, resources, and student empowerment. 7) Issues faced by students of color. 8) Teaching and learning styles. 9) Classroom behavior. 10) Politics and power dynamics in science. Involve future and current faculty in discussions of race and ethnicity in science. Create courses and campus programs to bring together faculty and graduate students. It is important that there be a space for discussion of political and social issues in science, as well as dialogue about teaching styles and teaching skills. If your schedule allows, read the recommended literature for the course, which is listed in the article.EJ543572The culture of science has been criticized for its reflection of "the dominance of whites" in the larger society. The authors of this article developed this course in an effort to address the lack of discussion of race and ethnicity in chemistry teaching. The course was ;5 Rosser, S. V.1998]Group work in science, engineering, and mathematics: Consequences of ignoring gender and race82-88College Teaching463iAssessment Communication Minorities Women Collaborative learning Teaching Stereotypes Classroom climateUnderstanding the dynamics of race and gender in group work are critical to the enhancement of learning for all students, especially for women and men of color. Most faculty members are unaware of the research on group work and could greatly benefit from incorporating inclusive group work strategies into their classroom. Rosser discusses the importance of taking into account students' background while setting up groups (size, ability, intersection of race and gender), assigning leadership and group roles (rotation and stereotypes), and designing projects (overcoming resistance and fair assessment). The manuscript is well grounded in the literature and offers many suggestions to improve the classroom environment for all students.HRosser opens this article with a case description of a "mythical" new associate professor's sincere but misguided attempts to reach diverse students in his class and the unintended negative consequences of his having proceeded without understanding the issues. While more experienced eyes can see where his attempt will lead, the reader is forced to confront the potential of having made similar mistakes or of having been spared some mistakes purely through luck. The paper then details concrete references to small group dynamics research and weaves this body of knowledge back to the real-life challenges of college faculty who want to reach and support students of all backgrounds, especially the brightest. While not reporting on original research directly, this paper integrates other research relating to STEM education. The author describes ways to reach, engage and support minorities, women, minority women, international students and diverse students of all kinds. She discusses ways to ensure that group work is undertaken successfully and is rewarding to students and faculty alike.(Group structure and initial setup requires considerably more forethought than it might seem. Do not worry particularly about achieving a diversity mix within small groups, but ensure that all students have some support within groups from similar students. Group size should be related to the task. Group composition must be rotated throughout the semester, and assurances should be in place that all students fill a variety of roles. Group projects should not simply be individual assignments to be done in a group, but should be of a kind that requires cooperative effort. The paragraphs in the heading "overcoming resistance" are so well articulated that the reader is strongly urged to read them in full, as are those relating to ensuring fair assessment within and outside of a student's group work.ORosser opens this artL KY4;6 Tobias, S.1990GThey're not dumb. They're different. A new "tier of talent" for science11-30Change224K-12 Undergraduate Academic Preparation Stereotypes Science Career Recruitment Retention Class Discussion Culture Competition Collaborative learning TeachingQThe author of this study believes that science educators have concluded too soon that low-quality K-12 education makes many students "unqualified" for science careers, while unappealing media depictions of science discourage women and minorities from entering the field. In the author's opinion, college-level science teachers should take responsibility for the high dropout rates in science programs (40% of students drop out of the sciences after the first course taken; 40% more leave before graduation). And key to salvaging the "second tier" of students, she claims, is the following: 1) Engaging teaching practices, 2) Efforts towards recruitment and retention, 3) Increased dialogue and demonstrations in class, 4) Greater emphasis on independent thinking and context, 5) Encouraging cooperation rather than competition among students.mThis study objects to the popular view that one needs to have a "scientific bent" to do science, citing a study that identifies the quality most successful scientists share: single-minded dedication to the subject since high school. This dedication, the author says, is necessary to persevere through the daunting college and graduate school science curriculum. Many students who are equally talented but less single-minded drop out of science programs. Only 31% of students who drop out of science majors in college do so because the courses are too difficult. The greatest percentage of students leaving the sciences (43%) leave the field because they find other subjects "more interesting." The author believes the college science curriculum discourages all but the most dedicated students. These are not necessarily the most talented ones in the class. In this qualitative study, the author recruited seven academically talented students who had taken all the prerequisites for introductory college-level science courses but had avoided majoring in the sciences. These students were paid to work as participant observers in freshman courses, taking tests, doing homework, attending lectures, and keeping a journal of their observations and criticisms of the class. The professors later were given the opportunity to view and respond to these comments. Although most of the student observers earned high grades, few of them concluded that they would be interested in a science career. They expressed concern about large class sizes, "no sense of community," students' competition over grades, students' inability to explain what they were learning, lack of dialogue and demonstrations in class, and an overall emphasis on memorization and imitation rather than understanding. In general, the student observers noted, neither the professors nor the students enjoyed these introductory classes.Do not present introductory science course material as dull, meaningless, or without context. Do not assume that your students have already decided on science careers. Make the course appealing by encouraging thought-provoking discussion and debate. Explain the reasons behind scientific principles. Connect the basic course material to the larger conte ^;7 Williams, K.2001dUnderstanding, communication anxiety, and gender in physics: Taking the fear out of physics learning232-237#Journal of College Science Teaching304VIdentity and Personality Women Physics Communication Stereotypes Academic achievementThis article documents women's apprehension about communicating in physics classes, and speculates that this apprehension may be correlated with a "rote learning" orientation and poor conceptual comprehension. However, the hypotheses were not entirely supported. Although the women in the author's class were more apprehensive about speaking up than the men were, there is no conclusive evidence that they were inclined towards rote learning or did not understand the material.rThis article opens with the statement that a quiet student may not be a "smart" student. In fact, quiet students may simply be afraid to ask questions. As a result, their performance may suffer. Reluctance to speak out in class may be related to a "rote learning" orientation- a preference to memorize, rather than to understand. The author researched this hypothesis in two stages. The first study was exploratory, and found that students who had a rote learning approach had difficulty with conceptual questions. Students who were apprehensive about speaking up tended to score less well on multiple choice questions. So, although rote learning and communication apprehension both can diminish student success, they seem to act independently of each other. The follow-up study looked at gender, communication apprehension, and comprehension of the physical principles of forces (Force Concept Inventory). The author found that women were more communication-apprehensive than men were. However, women learned equally as much as men did about force principles during the course. This discrepancy casts the initial hypothesis in doubt."Encourage but don't require speaking in front of the class. Provide other alternatives for communication apprehensive students to demonstrate achievement. Don't assign seats for students." Students who are communication apprehensive, the author writes, often dislike sitting next to others who are more talkative. Encourage students to ask and answer each other's questions in small groups.EJ622151rThis article$Cx;8.Cabrera, A. F. Colbeck, C. L. Terenzini, P. T.2001zDeveloping performance indicators for assessing classroom teaching practices and student learning: The case of engineering327-352Research in Higher Education423~Collaborative learning Undergraduate Minorities Women Academic achievement ACT/SAT Aptitude Self-perception University ClimateThe study investigated the relationship between classroom practices and undergraduate engineering students' self-reported gains in professional competence. The sample for this study included 1,258 engineering students from seven engineering colleges. Effective teaching practices included feedback and encouragement, clear and organized lectures, and collaborative learning. These practices help students understand engineering as a profession and develop cooperative work and problem-solving skills. Altogether, those teaching practices contributed more to a student's gains in professional competence than did such factors as his/her gender, ethnicity/race and academic ability (as measured by SAT scores). The authors recommend focusing on the connection between teaching practices and gains in professional competence as the source of student success. Firm causal connections cannot be established; the research design followed was not experimental and rested on students' self-reported information. However, the study used multiple regression analysis to account for the effect of factors other than classroom practices. The paper does not discuss 'inclusive' teaching practices for the retention of underrepresented students; however it shows that the negative impact of a 'chilly classroom' environment for women and underrepresented students can be overcome when the instructor follows effective teaching practices.n This article is a report on the evaluation of performance indicators for educational gains of undergraduate engineering students. It is based on an ongoing curricular reform launched by seven universities which are members of the National Science Foundation (NSF)-funded Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL). The primary focus was the development of performance indicators to capture the relationship between classroom practices and educational gains. The authors developed performance indicators based on the assessment literature and the "Teaching for Competence" model. The assessment literature states that an ideal performance indicator should be one that helps evaluate the connection between inputs and outcomes in a particular education process. Accordingly, the authors argue that the "Teaching for Competence" Model meets this condition since it takes into account students' pre-college characteristics and their classroom experiences. Pre-college characteristics of a student include his/her intellectual ability, educational aspirations, his/her parents' educational level, gender and race. Studies show that female and minority students generally prefer collaborative learning practices (p.331-332). The factors pertaining to classroom experience include formal and informal curriculum, interactions with faculty within the classroom, student learning styles, and gender and racial climate, as well as teaching practices. Collaborative teaching practices are, according to previous research, advantageous for enhancing students' intellectual development vis-à-vis problem-solving, application of knowledge, "long-term retention of knowledge," "achievement," sensitivity to other students, "positive attitudes towards subject area, student leadership behavior, student openness to diversity, and persistence." Collaborative learning practices instill in engineering students skills that are beneficial in the workplace. The study implies that student learning benefits from instructors who give specific and detailed feedback to students, encourage students towards critical thinking and academic advancement, articulately present course material, relate assignments to the content of the course and provide information for problem-solving and design projects. Students, especially female and minority students, profit from collaborative learning practices. The authors suggest that instructors who commit themselves to "excellence in teaching" by using collaborative instructional methods should be rewarded through promotions or salary raises. This will encourage them to focus on effective teaching. Holding institutions responsible for developing students' professional skills can also help improve teaching quality. Faculty should be trained in classroom and group management as well as working with a diversity of learning styles to create a positive learning environment wherein female and minority students do not feel intimidated. Female students often feel that the engineering environment is hostile and extremely competitive, which lowers their self- confidence and leads them to change their majors.(Maximize the use of collaborative learning for all students. Instruction methods should instill in students professional competencies such as problem solving skills, communication skills, leadership skills and working with diverse groups. Complex design processes in engineering should be taught not through conventional lecture and discussion methods, but through instruction from an experienced coach who frequently interacts with students and encourages them towards critical thinking through demonstrations and "articulating design specificatio* CK;9 Davis, B. G.1993Reentry students52-54Tools for Teaching Davis, B. G. San Francisco Jossey-BassJCollaborative Learning Reentry Students Advising Mentoring Active learningThis section discusses ways in which instructors can effectively teach reentry students and engage them in classroom activities.Reentry students, unlike other undergraduate/younger students, are less involved in social and extracurricular activities on campus, more motivated to learn and more practical. They possess problem-solving skills, have clearer educational goals and treat professors as their peers. The following suggestions are designed to assist instructors to "meet the challenges and opportunities of working with reentry students:" 1. Help students fit in with campus life though advising and mentoring. 2. Reentry students may not have attended college earlier or they might have done poorly in college. Hence, they might not have enough self-confidence about their academic skills. Instructors should help these students to feel "comfortable" in their classrooms. 3. Avoid bias and unfairness towards students of certain age groups. 4. "Seek advice from your campus' reentry program." 5. Encourage students "to get to know one another." This will help reentry students feel comfortable with other students in the class. Also, it allows for collaborative learning. 6. Reentry students may have "family responsibilities, job commitments, social and community obligations, and commuting," which should be considered when assigning "field trips and weekend or evening activities." 7. Younger students may perceive older students as extremely "motivated, knowledgeable, and collegial with the professor." Also, older students may act authoritatively or as a parent figure towards younger students. 8. Most reentry students prefer interactive learning. 9. Collaborative learning is most effective for teaching a class with reentry students. Real life scenarios faced by reentry students can help younger students gain a practical view of material presented in class. 10. Reentry students are usually self-motivated and are used to working independently. Hence, "independent study opportunities" will effectively engage these students. 11. Consider presenting applications before theory while teaching reentry students.See Extended Summary.Ree L;: Davis, B. G.1993&Teaching academically diverse students55-59Tools for Teaching Davis, B. G. San Francisco Jossey-BassSLearning styles Academic Preparation Motivation Assessment Evaluation CommunicationThis section discusses strategies to engage students "with a range of academic abilities, interests, skills, and goals" in the classroom. Certain students in class may lose interest in the material presented in class if it is not intellectually challenging. There may be other students in class who may find the course material overwhelming. Below are strategies to engage both these groups of students: 1. Let students know what they are expected to know to succeed in the course. 2. A pretest on the first day of class on material that students are expected to know will help determine if students have the requisite knowledge to succeed in the course. If the class is writing-intensive, ask students to submit a sample of their writing. For students who do not have the requisite knowledge, advise them on courses they should take or "assign supplementary work early in the semester." 3. Divide reading list into background reading ("to review or acquire skills or knowledge to succeed in class"), basic reading and in-depth reading (to gain further knowledge and understanding of course material). 4. A test during the second or third week of class helps to identify students who have difficulty with course material. Class attendance may also indicate if a student is feeling lost or overwhelmed by course material. 5. "Plan a variety of assignments appropriate to various kinds of learning." 6. "Students tend to learn more when a course is conducted just above the level at which they are functioning." 7. Ask students questions that "require them to demonstrate them to demonstrate their understanding." Ask students for "definitions, associations, and applications of the ideas." "Ask a student to explain something you have presented in class, and gauge the response in terms of detail and accuracy. Go over material a second time, as needed." 8. "Give frequent, short in-class assignments." 9. At the end of class, ask students to write the most significant thing they learned, present any questions they have regarding the material presented in class, list "key concepts or main ideas" about the topic discussed in class, and/or write down "definitions and applications for difficult concepts." Ask students to summarize the reading material assigned. "Ask follow-up questions of all students". This helps to determine if students understand course material that was presented in class. 10. "Collect students' lecture notes at random" to encourage them to take good lecture notes. Also, this helps to evaluate students' understanding of the material that is being presented in class.Refer to Extended Summary. Certain students in class may lose interest in the material presented in  x;; Nelson, D.J. Rogers, D.C.2003^A national analysis of diversity in science and engineering faculties at research universities:Faculty Graduate school Mentoring Career Women Competition"The first national and most comprehensive analysis to date of tenured and tenure track faculty in the "top 50" departments of science and engineering disciplines shows that females and minorities are significantly underrepresented." This shortage of role models, as well as the poor treatment of female faculty, discourages other women from entering and remaining in science and engineering. "Even though a growing number of women are completing their Ph.D.'s, there are few tenured and tenure-track women faculty in the top science and engineering departments." This shortage of professors as compared to graduate students is especially noticeable where there are greater numbers of women- in the biological sciences, chemistry, math, and computer science. Female professors seem to be experiencing a "glass ceiling"- they are usually stopped at the rank of assistant professor, and are only half as likely to receive tenure as men. This makes it challenging for women to change the culture of their departments. Female faculty attrition is higher than that of male faculty, and many women choose not to apply for professorships because of "climate". Undergraduate and graduate students are aware of this fact, and it may affect their career choices. As the number of women in BS programs continues to increase, these students find themselves without role models. "In 2000, 48.2% of students graduating with a B.S. in math were women, but only 8.3% of the faculty was female." It is possible for a female engineering student to go through her entire program of study without having a female professor. The situation is doubly compounded for underrepresented minority females, who are almost nonexistent in the departments surveyed. Their absence appears to be due to a combination of disenchantment with academia, and inequitable hiring practices. Since there are so few female professors, male faculty should encourage female students in their careers and make sure that the women in their departments are treated fairly and hired and promoted as they deserve to be. If female professors are treated well, women will be more likely to pursue careers as science and engineering faculty.This article is geared towards faculty and administrators in decision-making positions in science and engineering departments. It recommends a cultural shift in which women students receive more mentoring and female faculty are evaluated and promoted fairly. This shift may require changing some fundamental assumptions about the way that science is practiced, as well as about who "is" a scientist. "Eve Ang over 13,000 doctoral students from 21 universities. Using a "h'Rl;<Ayre, M. Mills, J. Slay, J.2001EEquity and diversity in science, technology and engineering education2004 September 28JMinorities Women Engineering Learning styles Motivation University ClimateThis website documents racial/ethnic, gender, ability and socioeconomic status under-representation, along with current strategies for increasing diversity in engineering at the University of South Australia. It provides thought-provoking information on women's learning styles and motivation to enter engineering. After giving extensive data on diversity in Australian engineering education, the report ends with a summary of current intervention strategies. Most of the intervention strategies and recommendations are not targeted to address the societal concerns raised in the initial section. In addition, the authors do not extensively discuss the interests or learning styles of underrepresented groups other than women.Uhttp://www.unisanet.unisa.edu.au/flc/staffsvcs/Equity/Equity&diversityinEngScTech.docEThis online document begins with a thorough overview of the literature on diversity in engineering education, ranging from "remedial" education for diverse students to education that actively challenges current engineering culture (anti-racist education, etc.). A thorough discussion of research on women and men's motives to enter engineering reveals that women are more likely than men to enter engineering because of strong math and science ability and career considerations, whereas men are more likely to be interested in "tinkering" and to have been encouraged by their parents. Because of the cultural norms that prevail in engineering, students who do not have mechanical experience or have difficulty visualizing three-dimensional objects were initially viewed as "deficient" and requiring remedial classes. A more progressive approach is to redefine the curriculum so that these students are considered differently educated rather than deficient and to include self-teaching components such as "peer assisted learning." Studies have shown that women prefer to learn science topics within a larger context, work in groups, and discuss personal experience. This collaborative and synthesis-oriented learning style is not privileged in traditional engineering education. A specific example of sexism in high school education is male dominance in computer labs which, according to the authors, is adversely affecting the Australian technical workforce. The authors state that attention to social issues in engineering education will improve the interest and retention of under-represented students. Be aware of the educational differences between male and female engineering students and design peer-assisted learning opportunities for students. Take steps to remedy male dominance in computer labs. Engage in recruitment and awareness activities for high school students, and establish award programs, preparatory programs and scholarships. You may also want to consider curriculum modification, collaborative/active learning, including socially relevant material in courses, and putting your course material in context. This online document begins with a thorough overview of the literature on diversity in engineering education, ranging from "remedial" education for diverse students to education that actively challenges current engineering culture (anti-racist education, etc.). A thorough discussion of research on women and men's motives to enter engineering reveals that women are more likely than men to enter engineering because of strong math and science ability and career considerations, whereas men are more likely to be interested in "tinkering" and to have been encouraged by their parents. Because of the cultural norms that prevail in engineering, students who do not have mechanical experience or have difficulty visualizing three-dimensional objects were initially viewed as "deficient" and requiring remedial classes. A more progressive approach is to redefine the curriculum so that these students are considered differently educated rather than deficient and to include self-teaching components such as "peer assisted learning." Studies have shown that women prefer to learn science topics within a larger context, work in groups, and discuss personal experience. This collaborative and synthesis-oriented learning style is not privileged in traditional engineering education. A specific example of sexism in high school education is male dominance in computer labs which, according to the authors, is adversely affecting the Australian technical workforce. The authors state that attention to social issues in engineering education will improve the interest and retention of under-represented students. The report gives a thorough overview of the "pipeline" for underrepresented students in southern Australia. Students from rural and isolated areas were severely underrepresented at engineering schools in the regional Division that includes the University of South Australia. Representation of women was increasing at the University of South Australia but remaining constant fon c;=Freymuth, G.W.2004"Diversity in the science classroom2004 October 62Minorities Women Aptitude Inclusively K-12 Science^The author of this piece outlines the ways in which he creates an inclusive science classroom.<http://students.ed.uiuc.edu/freymuth/490i/diversityessay.htmGeoffrey W. Freymuth, the author of this article, describes encountering diverse students during his first day of class. He discusses the changes he could incorporate in his lesson plans in order to include all the students in his class, without being biased towards the "typical student." He wants to make science accessible and interesting to the students in his class. The author reflects on his reading of Science Instruction in the Middle and Secondary Schools by Chiappetta and his own learning experiences to gain insight on inclusive teaching practices. The author provides various examples of inclusive teaching practices that he uses. He decides to modify experiments to accommodate a student who is confined to a wheelchair. He also includes a section on biomechanics and rehabilitation to engage the student's interest. He incorporates the historical significance of African American scientists to address students of color. He decides to use visual aids for the student who can barely speak English and for the student with hearing impairment, so that they can get a better understanding of the concepts presented in class. He asks gifted students to do research on a topic that would be discussed in class. He also includes hands-on experiences and labs to engage students with learning disabilities. Freymuth believes that the creation of interest in science begins within the classroom. By relating science to the lives of students, he believes he can encourage students in pursue science as a career as well as help them make better decisions concerning "their lives and the lives of others." Freymuth does not mention that including multicultural or socially relevant examples, using visual aids and including hands-on experiences can benefit the rest of the class as well as students from underrepresented groups. Challenging the gifted student can also lead to improved learning for her classmates.See extended summary.Geoffrey W. Freymuth, the author of this article, describes encountering diverse students during his first day of class. He discusses the change3<4;> Jacobs, D.2004|An alternative approach to general chemistry: Addressing the needs of at-risk students with cooperative learning strategies.2004 September 30Chemistry Active learning Class Discussion Motivation Gatekeeper courses Undergraduate Retention Laboratory Academic achievement Collaborative learningThis website describes the "implementation of the alternative course" designed by Professor Dennis Jacobs (of the Department of Chemistry at the University of Notre Dame). It demonstrates methods used by Professor Jacobs to investigate the impact of the alternative course on at-risk students. Videos document the cooperative learning process. Interviews of student focus groups indicate where the students think that their best learning takes place. The website also contains surveys of student perceptions, attitudes and study habits. Results of a longitudinal study of students in traditional general chemistry course and those in the "redesigned" general chemistry course are included.=http://kml2.carnegiefoundation.org/gallery/djacobs/index2.htm Professor Jacobs lists the pitfalls of a large lecture format, which highlights the benefits of the alternative course design over the traditional course design. Small focus groups were formed with a random sample of students enrolled in general chemistry to understand how students learn in the traditional chemistry classroom. The web site documents students' poor study habits in the traditional chemistry class. Students did not feel encouraged to keep up with readings for lecture or ask questions, feel responsible for what happens in class or feel compelled to develop their problem solving skills. Other limitations of the large lecture format include that students take notes without thinking deeply about the course material. Sometimes, the instructor cannot assess students' understanding of the material, but continues to teach regardless of how much the students might have understood. Professor Jacobs presents the alternative general chemistry course and compares its effectiveness to a traditional general chemistry course vis-à-vis student understanding, student persistence in chemistry, and grades. He used "concept tests" in his 250-student classroom in which students paired off to discuss conceptual questions. The website has links to examples of chemistry concept tests used by the University of Wisconsin-Madison and Carnegie Mellon University. The website contains video clips of students of cooperative learning which demonstrate how students' understanding of course material increases through small group interaction. The videos show the crucial role of the TA in "establishing an environment where cooperative learning is effective and enjoyable." They demonstrate TA-student and student-student interactions that are beneficial to learning. "At-Risk" students are those students who have a greater probability of "dropping out of the general chemistry course and are not going on to advanced chemistry courses." Since the introduction of the alternative general chemistry course, "50% more of at-risk students majored in some science degree than in prior years" and 50% more of them were retained in sophomore-level organic chemistry and biology courses. The at-risk students' grades, self-confidence, conceptual understanding, interest in chemistry and problem solving skills increased.Use cooperative learning to foster student knowledge and engagement. Encourage students to discuss concepts with each other. Train TAs to create positive and collaborative interpersonal dynamics. Professor Jacobs  ;?University-of-Honolulu2003 Communication2004 September 15vAdvising Minorities Women Class Discussion Course Content and Curriculum Culture Communication Inclusively Stereotypes<This section discusses inclusive communication practices for instructors. From basic politeness to examining assumptions and reevaluating course designs, this web site is a simple primer for instructors who are interested in creating a welcoming environment. The piece reprints the work of Barbara Gross Davis, Dineh Davis, Ruth Lieban, Gerald H. Ohta, Anne Sing, Hiroyuki Nagahara, Grace Tsutaoka, Thelma McLachlan, Vicki Ritts and James R. Stein. Other sections of this site include: 7 principles of good practice, communication, human development and how people learn.dhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm#communication"Culturally Effective Communication" defines ethnocentrism, discrimination, stereotyping, cultural blindness, and cultural imposition. The definitions allow an instructor to become a "culturally competent communicator" by "identify(ing) the belief systems of both the student and teacher to spot blocks to communication." "Diversity and Complexity in the Classroom" discusses ways of creating inclusive classrooms. Stereotyping is strongly discouraged. An instructor should view each student as an individual and treat him or her with respect. The instructor should attempt not to project any feelings, experiences, or expectations relating to any particular group onto any student. The author recommends that instructors "rectify any language patterns or case studies that exclude or demean any group," be sensitive to terminology and any aspect of the course that students are uncomfortable with, and discuss diversity at department meetings. The web site includes strategies for overcoming stereotypes and biases while leading lectures and discussions, advising, designing course content, and administering exams and assignments. In "Do's and Don'ts of Inclusive Language," the authors give guidelines for addressing disabled students and using gender neutral language. "Six Ways to Improve Your Nonverbal Communications" discusses eye contact, facial expressions, gestures, posture and body orientation, proximity, paralinguistics and humor. The web site discusses how these activities can enhance classroom instruction.Although much of this web site deals with inclusive language, the basis for creating a positive environment is making a commitment to examine any stereotypes that one may hold and question them. Although courtesy is important, the communication tools presented in this web site are intended to go beyond polite terminology. Developing awareness of what he or she is saying "between the lines"- verbally and non-verbally- can help an instructor improve his or her rapport with students, leading to improved relationships in the classroom."Culturally Effective Communication" defines ethnocentrism, discrimination, stereotyping, cultural blindness, and cultural imposition. The defin /;@>University-of-Toronto-Office-of-the-Vice-President-and-Provost20031Fostering diversity through excellence and equity2004 October 1iInternational students Minorities University Climate Faculty Recruitment Retention Discrimination Culture$This web site presents a candid picture of the history of diversity in higher education at the University of Toronto. It acknowledges both the impressive progress that has been made and the ongoing need for change in academic culture. The institution emphasizes that it is unwilling to compromise its academic standards, but still cultivates a diverse environment. The web site differs from most U.S. diversity web sites in 1) their consideration of men as an under-represented group in some fields, and 2) their emphasis on international students.qhttp://www.provost.utoronto.ca/English/Companion-Paper-6---Fostering-Diversity-Through-Excellence-and-Equity.html}When it was first founded, the University of Toronto admitted no women and almost no members of visible minorities. In the 1880s, women were finally admitted; many of the first female Ph.D.s pursued degrees in the sciences. Today, the University's undergraduate population is 57% female and 47% "visible minority". (In Canada, there is a legal distinction between visible and "invisible" minorities.) The Greater Toronto area is the most ethnically diverse metropolitan area in Canada, and the University population reflects that fact. However, African-American and Native American students are still underrepresented. The University's definition of "visible minority" includes students from other nations, including Arab and Asian countries. The University urges departments to practice "determined, hard-working, pro-active and wide-ranging recruitment... [to adopt] "best practices" for recruiting visible minority and other candidates from under-represented groups, and [to be] considered and thorough in choosing the best candidate." The author cites a study from the American Association of Colleges and Universities that disproves the societal perception that a Ph.D. equals an easy job search for minority candidates. Female or minority faculty may face a "cold" or un-collegial climate or inequity in faculty promotions. LGBTQ faculty express concerns about homophobia. Diversity also extends into the intellectual realm. The author discusses the movement towards incorporating feminist and "non-Eurocentric" perspectives into classroom discourse. These approaches have taken hold in the social and health sciences more than in the physical sciences. The University's goals, which are listed at the end of the text, focus on 1) hiring faculty and staff from under-represented groups, 2) increased disability accommodations, 3) achieving a student body representative of the Toronto area by 2010, and 4) creating "collegial" classroom climates and inclusive curricula. The author states clearly that the University does not intend to compromise its academic admission standards and believes that academically talented minority candidates are not in short supply.}When it w [;AUniversity-of-Washington2004>Teaching and learning @ UW: A handbook for teaching assistants2004 September 15University of Washington/Accessibility/Disability Inclusively TechnologyThis web site is an excellent resource for instructors who have questions regarding accommodating disabled students in their classrooms. The site discusses rights and responsibilities, strategies for accommodation and inclusive classroom design, and case studies.$http://www.washington.edu/doit/Stem/This web site informs instructors how they can make their courses more accessible to students with disabilities. Instructors should integrate "universal design" principles (such as equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, size and space for approach and use) in designing classrooms and academic activities. "Universal design means the design of instructional materials and activities that make the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating systems of educational materials-they are not added on after-the-fact." Examples of benefits from creating inclusive teaching methods for one group of students, as outlined in the website, indicate that other students can also benefit from such classroom practices. The website organizes solutions by type of environment (lab, etc.) as well as by type of disability. It explains the different types of disability and the associated accommodations. Case studies and a FAQ are provided. Links to various publications, videotaped resources, specific disability resources and other websites are also included.uVirtually every aspect of a course can benefit from increased accessibility. These alterations often improve the experience of all students in the class by allowing more flexibility in their learning. Distance learning courses, internships, writing assignments and tests, videos, field assignments, science labs and course web pages can all be made accessible for students.This website informs instructors how they can make their courses more accessible to students with disabilities. Instructors should integrate "universal design" principles (such as equitable use, flexibility in use, simple and intuitive use, pk(;BCross, S.E. Vick, N. V.2001]The interdependent self-construal and social support: The case of persistence in engineering.820-832*Personality and Social Psychology Bulletin277`Undergraduate Social support Retention Self-perception Mentoring Collaborative learning AdvisingReceiving social support from peers and faculty positively impacted underrepresented students' intent to remain in the major and their academic performance as well as their self-esteem through the first two years of their undergraduate engineering studies. The study investigated which students placed a high value in developing close connections with other individuals. The study took place at a large southwestern university and involved 282 students (200 men and 82 women). This article does not address inclusive teaching practices. However, the study's results strongly support the use of collaborative learning inside and outside the classroom to foster the academic development and persistence of underrepresented students pursuing engineering majors.The results of the study emphasize the importance of social support through the first two years of undergraduate engineering for the retention of women and other underrepresented students in engineering. This article examines the effect of social support for interdependent self-construal individuals. An interdependent self-construal individual is one who "define(s) the self in terms of close relationships" (p. 820). The authors hypothesize that students with a high interdependent self-construal benefit from the existence of social support which provides a positive influence to student self-esteem thus helping the student excel in the competitive field of engineering. Women as well as Hispanics, African Americans, and Asians are generally highly interdependent self-construal. Interdependent self-construal students prefer "collaborative academic situations" and require a system in which they can receive ample social support from their peers as well as faculty members. The authors state that undergraduate engineering programs are often highly competitive and unsupportive. Also, the grading system serves to remove the "weaker students." These factors tend to lower the student's confidence in his/her academic skills. The undergraduate engineering environment, wherein very little social support is offered to highly interdependent self-construal students, can lead to high attrition rates among those students. The study shows that highly interdependent self-construal students who receive social support score better academically than those who receive very little social support. This social support also enhances an underrepresented student's self-esteem which, in turn, leads to increased confidence in his or her own academic skills. These students are also less likely to harbor thoughts of changing majors. The authors state that this study has important implications in that it can be used to design support programs in engineering departments. The support programs currently in existence often are not based on theoretical or empirical research.The creation of a social network among students with faculty and peers inside and outside the classroom can aid in the retention of underrepresented engineering students. Faculty members as well as advisors can help guide students to plan for the future and provide support systems to reassure students of their competence and academic skills. This support mechanism can help reduce the attrition rates among students of underrepresented groups, who often find the undergraduate engineering environment extremely competitive and discouraging.The r &D;CAlldredge, J. R.2003tAssociation of course performance with student beliefs: An analysis by gender and instructional software environmentNThird Conference of the European Society for Research in Mathematics Education10Bellaria, Italy,Technology Mathematics Learning styles WomenThis paper confirms other researchers' ideas (Rosser 1993) that women will learn more effectively in scientific environments that emphasize context. It also notes that women are more anxious than men are about their ability to succeed in math. However, the study shows that math courses can have an equalizing effect in which people's grades are not related to their confidence by the end of the course. In other words, students with low self-confidence in math can still earn high grades. However, math anxiety does adversely affect female students' scores. This effect can be ameliorated by choosing context-oriented instructional software.@The authors examined the following research questions: "1) Is there an association between pre-course beliefs and course performance? 2) Does evidence of association remain stable throughout the course? 3) Does the association differ for females and males? 4) Does the association depend on the instructional software used?" The experiment took place in an introductory algebra-based statistical methods course. Two-thirds of the students were female and the class was academically diverse. Both sections had the same instructors and used the same textbook. The course sections were divided into two groups. Each group used a different instructional software package. The first instructional software, ActivStats, places a greater emphasis on context than is traditional in statistics courses. The second software, CyberStats, is more mathematically abstract. The survey measured general confidence, math concern, previous math performance, and gender. The authors developed the first two variables, General Confidence and Math Concern, through statistical factor analysis. General Confidence correlated with grades at the beginning of the course, but this relationship diminished with increasing student competence. For female students, confidence was related to course grades only when the CyberStats (abstract) software was used. On the other hand, male students' confidence was related to their grades only when the ActivStats (applied) software was used. This difference indicates that a combination of approaches can accommodate the academic preferences of both genders and is preferable to either approach used alone. The authors found that students with higher Math Concern performed less well on exams, even after adjusting for SAT scores. Using ActivStats (the contextual program) reduced the effect of Math Concern on women's performance.Include a combination of context-based and theory-based approaches in math and science teaching in order to appeal to both men's an+C`|;D BEST2004A bridge for all: Higher education design principles to broaden participation in science, technology, engineering and mathematics San Diego, CA'Building Engineering and Science TalentcSpecial Programs Women Minorities Accessibility/Disability Science Engineering Teaching RecruitmentlThe nonprofit organization BEST (Building Engineering and Science Talent) conducted an extensive evaluation of intervention programs designed to increase the participation and success of women, minorities, and people with disabilities in the science and engineering workforce. They selected and profiled a series of exemplary programs, and published a list of "promising" programs as well. BEST also evaluated professional award programs for fairness. The report contains comprehensive general recommendations for people involved in all stages of engineering education, from policy making to teaching and administration.www.bestworkforce.orgyThere have been some changes in women's participation in SMET (science, math, engineering and technology) fields over the past decade, but much less progress has been made than one might expect. For Caucasian girls, this is due primarily to social stereotypes and differential classroom treatment rather than academic preparation. Cognitive differences, which are still being explored, may play a role. In high school, college-bound girls and boys are both taking many science and math classes. However, girls' standardized test scores continue to be somewhat lower. Both girls' and boys' math scores on standardized tests have doubled in the past decade. A 35 point gender gap (favoring boys) remains on the SAT. In science, the scores are not rising and the gender gap is shifting but not disappearing. The ACT shows that both girls and boys are equally capable of science reasoning. Girls are well represented in AP Calculus, but are only ~15% of those taking the AP Computer Science exam. It is now common for most college-bound students, regardless of their gender or race, to have taken four or more years of high school science, with the only exception being Hispanic girls. Most young women "opt out" of SMET majors when they select their professional goals. Those women who do choose SMET majors are more likely to stay in their major- and complete their degree within 5 years- than male students. The same story is true for graduate enrollment. Women are less likely to enroll in a graduate program to begin with; but, once they do enroll, they persist. As a result, the number of women receiving doctorates in S&E has risen from 28% to 35% from 1990 to 1999. For a variety of reasons which are not explored in this paper, minorities other than Asian Americans are more likely to switch majors or to drop out before completing their bachelor's or graduate degrees. Once women are out in the technical workforce, they are more likely to a) change occupations, b) work part time due to family responsibilities, and c) work for universities rather than the private sector. The authors believe that the omnipresence of stereotypes in a series of studies of parents, teachers, and the media make it impossible to say that gender differences in science are innate. A series of studies have documented that most people, including girls themselves, believe that girls have inferior math and science ability. In this setting, it is not surprising that some girls "stick to what they know." Many girls prefer to solve problems using arithmetic than to derive proofs. It is not clear which comes first: boys' culturally encouraged sports and repair activities, or a natural inclination towards physical problem solving. Studies have shown that boys' dominant behavior in science labs is correlated with a drop in girls' test scores. "Active learning" may not be effective when stereotypes inhibit girls' participation. Observers have also documented that teachers ignore girls in class, particularly white girls, although the girls continue making efforts to participate. Most girls become disappointed in math and science and effectively "write off" the subjects, stating that they are not interested in S&E, these fields are "not relevant," and they could not be successful in them. More research is needed on girls' and boys' problem solving strategies. Some theories suggest that women have a more "relational" way of perceiving the world, are more interested in looking at the broader context of a problem, and are more interested in personal experience. At present, these theories have not been widely accepted. The women's movement, educational reform, and the need for more engineers in the United States have contributed to the rise of many programs geared towards encouraging girls to study math, science, and engineering. Encouraging girls to develop more mechanical skills may be helpful. As the authors emphasize, we have a long way to go.The recommendations of the committee fall into four categories. First, institutional commitment must be solid. This commitment requires initiating publicly available self-evaluations of equity among faculty, students, administrators and staff; making evaluation and follow-up a condition for government funding; and, for corporate and foundation partners, emphasizing the need for a diverse workforce. Second, the U.S. must "draw on the strength of its demographics." Leaders must make a "stronger and more inclusive workforce" a priority. Funding rewards should be created for institutions that fulfill this objective. Educational and accreditation institutions must make structural changes that increase retention rates and ease students' transition to the workforce. Internship and professional development opportunities for students and professors from underrepresented groups should be expanded. Third, communities must partner with colleges and universities to encourage local students to enter technical field= w*F;EBinkerd, C. Moore, M. D.2002UWomen and Minorities in Computer Science: Where Are They? No Attention: No Retention*The Journal of Computing in Small Colleges175}Technology Computer Science Women University Climate Social support Retention Motivation Identity and Personality CompetitioncThe authors focus on short-term solutions to the problem of retention of women in computer science. They identify many specific problems which contribute to an unwelcome environment for women, such as lack of a social network, lower self-confidence, condescension on the part of male TAs and faculty, lack of mechanical experience and competitive grading.This short paper is drawn from the personal and professional experience of two female computer science professors. The authors begin with a brief discussion of cultural obstacles that face women who are interested in working with computers, including lower self-confidence, lack of mechanical experience, absence of role models, and the aggressive culture of computer gaming. The authors have many suggestions for improving the computer science climate on campus. They begin and end by noting the crucial importance of the human element- the opportunity to connect personally with a faculty member and/or a mentor. Although professors' time is at a premium, it is very important to talk with students about academic and funding opportunities. Social networking with other female computer scientists is another source of support. It is also important for campus administrators to ensure a physically safe climate for women. Gender-related comments in the classroom can discourage women from the field. Interruptions from peers, lack of eye contact, simplification of questions, or social avoidance by professors can be intimidating to students. Gender-specific examples that assume mechanical experience can be confusing, and comments that are derogatory to women are unprofessional and highly discouraging. Grading policies which pit students against their peers can be problematic. Women tend to flourish in environments that encourage equality, participation, and group work.}Make time to talk with your female students. Often, students need the support of a faculty member in order to feel motivated to continue in their programs. Give female students positive feedback on their professional competence. Create an atmosphere that is les= ;F Brown, S.W.2002bHispanic students majoring in science or engineering: What happened in their educational journeys?123-148:Journal of Women and Minorities in Science and Engineering82>Latino Academic achievement Science Engineering K-12 MentoringThe author conducted a series of in-depth interviews with Hispanic science and engineering students in order to determine what factors led to their success. Family support, caring teachers, honors tracking in school, college preparation, challenging and interesting curricula, small class sizes, and small communities were key to the success of these students. The results raise questions about the reasons behind the failure of other students who lacked these resources.5Although much research indicates "what works" for students in science and math, educators have been slow to implement these teaching strategies. There is much talk about encouraging students of color, but little progress is being made. The author considers many of the current inclusion efforts to be "window dressing" that does not change the fundamental system. The students were recruited for the study through minority student organizations at New Mexico State University. The author conducted a series of three interviews with each student and then tabulated the common themes. Many of the students interviewed were excited to have the opportunity to tell their stories to an interested audience. All of the students mentioned supportive extended families that, although they might not have gone to college themselves, supported their children's success. Grandparents were especially influential. All students had grown up in families that held strong traditions and believed in education as an investment for the future. Almost all of the students had been placed in an honors program. Their confidence and abilities were greatly enhanced by honors tracking. In honors programs, the teachers tend to be more motivated and more interested in the children. Honors programs have also been criticized for tracking on the basis of ethnicity. However, these young people made it into an exclusive circle of "college-preparatory" classes and good teachers. Although the high school teachers were often motivated, they taught using very traditional methods. About half of the students had hands-on science experience at some point during their education. Many of the students became very excited about science and math, primarily because of good teaching. The students appreciated discussing controversial issues in science classes, but rarely had the opportunity to do so. Growing up in small communities and having smaller classes was also an asset to the students. Increased interaction with teachers helped students to achieve greater self-confidence and to believe that they could succeed.lIn order to ensure student comprehension of course material, interest in the course, and good study habits, involve students in cooperative learning. Encourage students to discuss concepts with each other. Train T.A.s in how to cultivate rapport and interaction in the classroom. Assess your innovations' effect on student performance, retention, and satisfaction.5Although much research indicates "what works" for students in P;G'Buncick, M. C. Betts, P.G. Horgan, D.D.2001Using demonstrations as a contextual road map: Enhancing course continuity and promoting active engagement in introductory college physics 1237-1256*International Journal of Science Education2312BPhysics Undergraduate Active learning Women Minorities Inclusively?This National Science Foundation - sponsored research sought to improve the classroom environment for women and minorities in an introductory physics class. Through interactive demonstrations and classroom discussion, the researchers attempted to raise students' confidence levels and improve their attitudes about science. The structure of the course was modestly changed by introducing a few interactive demonstrations. The lecture format was not significantly changed. The project was carefully evaluated by in-class observation of student interaction. The results were compared to observations in conventionally taught introductory physics courses. Researchers reported that the new class format stimulated engagement and encouraged inclusivity. Students' critical thinking skills improved, but their self-confidence did not.Building upon the work of Tobias and Hake, researchers tried to create connectivity, engagement and inclusivity in an introductory physics class. Connectivity means linking the material to students' concrete experiences. Inclusivity means involving all students irrespective of gender, ethnicity or socioeconomic background. The authors designed a series of "road map" demonstrations which linked the materials to students' concrete experiences. They believe that active engagement is necessary for "warming the climate" and encouraging inclusivity, and that connectivity of the material is important. They took an "infusion" approach, where modest interventions were introduced into a basic lecture format. The advantage of infusion over comprehensive reform lies in: (1) its portability from course to course and discipline to discipline, (2) its emphasis on 'techniques' rather than fundamental restructuring of course content, (3) the fact that technique or activity can be introduced independently - allowing faculty transition from what they have been doing to include selected innovations with which they may be most comfortable, and (4) the fact that faculty can adopt this approach even in the absence of departmental curriculum reform. The paper presents a series of standard demonstrations as examples of activities that can be used to introduce concepts and tie introductory sections together. While these are physics examples, they could be adapted to any STEM introductory course. The demonstrations are on the following topics: 1) Velocity, acceleration and two-dimensional motion, 2) Applications of Newton's Laws, 3) Work and Energy, 4) Center of Mass and Moment of Inertia, 5) Rotation, and 6) Linear and Angular Momentum. The authors researched the extent to which demonstrations and modest changes in teaching techniques would foster engagement and inclusivity. Through qualitative observation and surveys, they compared the model course with "traditional" classes. A more extensive and diverse group of students participated in the model class as compared with only a few white male "stars" participating in the conventional class. Although student critical thinking did increase, student self-confidence did not increase significantly.Use interactive demonstrations and classroom discussion to raise students' confidence levels and improve attitudes about science. This can be done making only modest changes to course content and technique.Building upon the work of Tobias and Hake, researchers tried to &P+;HClewell, B. C.2002@Taking stock: Where we've been, where we are, where we're going225-284:Journal of Women and Minorities in Science and Engineering8qRetention Stereotypes Self-perception Women Science Computer Science Engineering Minorities Academic PreparationAlthough girls are taking high school math and science courses at rates similar to boys, they are opting out of physical science, math, computer science, and engineering majors in college. The authors evaluate factors that affect women's success in science and engineering. They conclude that the main cause of Caucasian girls' lack of interest and persistence in these fields is ongoing and pervasive social stereotyping by the media, teachers, parents, and classmates. African American and Hispanic girls tend to be less affected by these stereotypes, but are more likely to have inadequate high school preparation. (Treisman (1992) questions this statement.) A secondary factor is that girls may learn better when math and science problems are placed in a larger context of relationships./http://www.campbell-kibler.com/Taking_Stock.pdf6There have been some changes in women's participation in SMET (science, math, engineering and technology) fields over the past decade, but much less progress has been made than one might expect. For Caucasian girls, this is due primarily to social stereotypes and differential classroom treatment rather than academic preparation. Cognitive differences, which are still being explored, may play a role. In high school, college-bound girls and boys are both taking many science and math classes. However, girls' standardized test scores continue to be somewhat lower. Both girls' and boys' math scores on standardized tests have doubled in the past decade. A 35 point gender gap (favoring boys) remains on the SAT. In science, the scores are not rising and the gender gap is shifting but not disappearing. The ACT shows that both girls and boys are equally capable of science reasoning. Girls are well represented in AP Calculus, but constitute only 15% of those taking the AP Computer Science exam. It is now common for most college-bound students, regardless of their gender or race, to have taken four or more years of high school science, with the only exception being Hispanic girls. Most young women "opt out" of SMET majors when they select their professional goals. Those women who do choose SMET majors are more likely than male students to stay in their major and complete their degree within 5 years. The same story is true for graduate enrollment. Women are less likely to enroll in a graduate program to begin with; but, once they do enroll, they persist. As a result, the number of women receiving doctorates in science and engineering has risen from 28% to 35% from 1990 to 1999. For a variety of reasons which are not explored in this paper, minorities other than Asian Americans are more likely to switch majors or to drop out before completing their bachelor's or graduate degrees. Once women join the technical labor market, they are more likely to a) change occupations, b) work part time due to family responsibilities, and c) work for universities rather than the private sector. The omnipresence of stereotypes in a series of studies of parents, teachers, and the media make it impossible to say that gender differences in science are innate. Studies have documented that most people, including girls themselves, believe that girls have inferior math and science ability. In this setting, it is not surprising that some girls "stick to what they know". Many girls prefer to solve problems using arithmetic than to derive proofs. It is not clear which comes first: boys' culturally encouraged sports and repair activities, or a natural inclination towards physical problem solving. Studies have shown that boys' dominant behavior in science labs is correlated with a drop in girls' test scores. "Active learning" may not be effective when stereotypes inhibit girls' participation. Observers have also documented that teachers ignore girls in class, particularly white girls, although the girls continue making efforts to participate. Most girls become disappointed in math and science and effectively "write off" the subjects, stating that they are not interested in S&E, these fields are "not relevant", and they could not be successful in them. More research is needed on girls' and boys' problem solving strategies. Some theories suggest that women have a more "relational" way of perceiving the world, are more interested in looking at the broader context of a problem, and are more interested in personal experience. At present, these theories have not been widely accepted. The women's movement, educational reform, and the need for more engineers in the United States have contributed to the rise of many programs geared towards encouraging girls to study math, science, and engineering. Encouraging girls to develop more mechanical skills may be helpful.  Be aware of discrimination and stereotyping in classroom behavior, expectations of students, textbooks and other course media. Encourage female students who express an interest in science, math, and engineering to develop hands-on skills. Phrase science problems so that they are in a social context. Provide challenging math and science courses to African American, Native A )those who receive very little social support. This social support also enhances an underrepresented student's self-esteem which, in turn, leads to increased confidence in his or her own academic skills. These students are also less likely to harbor thoughts of changing majors. The authors state that this study has important implications in that it can be used to design support programs in engineering departments. The support programs currently in existence often are not based on theoretical or empirical research.The creation of a social network among students with faculty and peers inside and outside the classroom can aid in the retention of underrepresented engineering students. Faculty members as well as advisors can help guide students to plan for the future and provide support systems to reassure students of their competence and academic skills. This support mechanism can help reduce the attrition rates among students of underrepresented groups, who often find the undergraduate engineering environment extremely competitive and discouraging. $al challenges. To explore how these students' experiences vary from others' and to improve these experiences, the author administered the CUCEI (an existing survey instrument which assesses students' perceptions of social climate) to 125 students, observed students in various settings, and conducted interviews with 28 1st-year tertiary programming students at three different universities in Wellington, New Zealand. The author analyzed the interview responses in terms of the following categories: language and culture; collaborative work; being a minority; racism; treatment by teachers; enrollment policy; course content; and differences between countries. The author provides multiple examples of open-ended responses from the interviews to expound on her findings. Language and cultural differences were the most significant problems faced by the new arrivals, especially the first few months. Many students observed that programming was easier than other courses which require greater written fluency. Learning in a foreign language also appeared to force students to become more "independent learners." Two younger students (19 and 20 years old) experienced loneliness, and had problems dealing with the strange culture and difficult language; however, they were over a decade younger than the average new arrival interviewed (32 years old). Age affected the new arrivals' experiences; student maturity and experience led to an easier adjustment. Some students said that this explained their not being affected by racism or other interpersonal problems. Language differences were a barrier to collaborative work in classes, because native students were reluctant to work with the new arrivals. Some students found it difficult to communicate with students of the same ethnicity who spoke different dialects during group work. Despite commonly held beliefs about the benefits of group work, due to varying levels of competency, too much collaborative work can create an unequal learning environment. One student was frustrated by group work because his group relied too heavily on his assistance. Students criticized the course content because it focused too heavily on simple, step-by-step approaches and did not provide a deeper understanding of concepts. However, the students greatly praised practical work because it gave them real-world experience. Students also recommended more practice and repetition, and appreciated instructors' clear explanations of concepts and expectations for time frames. Surprisingly, issues of racism and being a minority were not problematic. Most students reported that it "doesn't matter" or didn't "affect me that much." In fact, one older student reported being surprised at how well younger students accepted him. Again, age may have been influential in the students' experiences. Also, the urban location of the universities provided a multicultural population which was perhaps more accepting of diversity. Students gave the greatest praise to personal contact with teachers; they specifically appreciated instructors who treated all students equally, were open to questions, and responded thoroughly. The author notes recommendations from Burns (2001) to ease new arrivals' problems, especially with culture and language. These recommendations are a longer familiarization period, mentoring by students of similar ethnicity, pairing students with faculty members, and additional technical a O;JCottrell, S. Jones, E.A.2003aResearching the scholarship of teaching and learning: An analysis of current curriculum practices169-181Innovative Higher Education273+Teaching Active learning Assessment FacultyTeaching can be a valuable and viable form of scholarship. The scholarship of teaching and learning consists of an investigative analysis into the maximization of student learning. This study was a preliminary, exploratory, qualitative research study meant to initiate inquiry into how instructors are exploring the impact of course design upon student learning and development. Research was conducted at higher education institutions where scholarship of teaching and learning initiatives had already been implemented by discipline-diverse instructors. Five broad research questions were investigated: 1. What influenced instructors to implement the scholarship of teaching and learning? 2. What were their learning outcome expectations? 3. What learning approaches were implemented in their course designs? 4. What were the assessment methods applicable to their revisions and teaching practices? 5. How were assessment results used for course improvement?`Instructors are most influenced to undertake the scholarship of teaching and learning as a result of internal influences, their personal commitment to helping students reach their full potential being uppermost, combined with frustrations with student learning effectiveness. Organizational influences are also significant factors, with support from administration (such as providing instructor development initiatives including resources to help instructors design courses) being significant. This study also explored defining learning outcomes. A range of cognitive learning outcomes was stressed by the study's instructors, the most significant being comprehension, knowledge and application and analysis. Affective learning outcomes (such as developing attitudes and values) were also significantly cited. Instructors at all studied institutions implemented overwhelmingly applied active learning approaches. Of the eleven active learning approaches mentioned, those most often cited included discussions, presentations, problem-based learning and cooperative learning. Instructors used a wide range of assessment methods. Direct methods included such tools as papers, exams, participation and presentations among others. However, multiple indirect methods were also used, with all instructors utilizing teaching evaluations, and half of instructors also utilizing written reflections. All instructors participating in the study also used assessment results to make deliberate changes in their courses to maximize student learning and development. This utilization is at the core of the scholarship of teaching and learning.Institute organizational support for teaching as research practices. Discuss teaching as research with your colleagues who are committed to improving student performance and development. Engage in active learning in your courses and assess the results.hInstructors are most influenced to undertake the s3)D;KCuny, J. Aspray, W.2000XRecruitment and retention of women graduate students in computer science and engineeringStatus of Women in ComputingWashington, DCComputing Research AssociationlWomen Computer Science Engineering Reentry students Mentoring Graduate school Stereotypes University Climate June 20-21This NSF-funded project presents 20 recommendations aimed at recruiting and retaining women in Computer Science and Engineering (CSE) graduate programs. Recommendations include providing diversity training to faculty, staff and incoming students geared towards changing stereotypes about women in sciences. While some recommendations are gender-specific, most are not. The authors believe that the adoption of their recommendations would improve the educational environment for all students. While little hard data are provided to support the recommended strategies, recommended practices are based on experts with a track record of successful engagement of women in Computer Science and Engineering. Inclusive teaching practices are not discussed.'http://www.cra.org/reports/r&rwomen.pdfSee Recommendations.Below are listed the 20 recommendations from the body of the report. While only some recommendations are elaborated below, the full body of the report includes more extensive explanation. Refer to the full text article for expanded details. I. Recruiting Women to Graduate CSE Programs A. Increasing The Number of Women Enrolling in a Given Department 1: Broaden the recruitment pool beyond students with undergraduate CSE majors. Women tend to become interested in CS as an "acquired taste" that emerges over time. As a result, they may come to computing at a later stage in their education. Departments should go beyond the traditional applicant pool to recruit and admit strong students without undergraduate degrees in CSE. 2: Broaden the criteria used in admissions and be flexible in their application. "Broaden the criteria" here does not mean "lower the standards." Traditional criteria used for graduate school admissions are not always the best predictors of success. Do not focus solely on technical skills. Include such factors as intellectual accomplishment in other disciplines, leadership, motivation, communication skills, breadth of ability and experience, and social commitment. These factors contribute to innovation and a broader application of technology, and they are valued by employers. 3. Encourage reentry students. 4: Provide bridging opportunities to entering graduate students. A bridging program would provide assessment or self-assessment exams for all entering students, along with suggested mechanisms for filling gaps in their educational background. Possible remedies might include attendance at upper-level undergraduate courses for credit or non-credit, introductory summer courses for new graduate students, sanctioned reading lists, and mentors assigned from senior graduate students or faculty. 5: Explicitly include diversity considerations in your admissions process. 6: Be proactive in making recruiting contacts. 7: Review all departmental publications for both text and images containing overt or subtle messages that might discourage women from applying. Materials should be inclusive, depicting both men and women in a variety of activities. They should portray women as the integral members of the department. B. Increasing the Number of Women in CSE Graduate Programs Nationally 8: Inform your undergraduates about the opportunities and rewards of a research career, giving them timely information about appropriate preparation for such a career. 9: Provide undergraduate women with exposure to computing research. 10: Give individual encouragement to your women undergraduates. Women who major in the sciences often report that they have been influenced by the personal encouragement of high-school teachers and thus they expect more individual attention from faculty members. 11: Actively counter negative stereotypes and misperceptions of computer science and engineering. Ensure that department literature and departmental visitors include women whose lives and careers do not reinforce the standard clichés (such as, for example: All computer scientists are nerd hackers. Computer scientists work 24-7-365, etc.). The myth that "women are not as good at computer science" is prevalent and particularly destructive. 12: Provide women role models for your undergraduates. II. Retaining Women Through Graduation (Divided between those that improve student relations (and thus support within the department) and those that foster a more inclusive research environment). A. Improving Student-student and Student-faculty Relations 13: Be diligent at mentoring women graduate students. The relationship between the advisor and the graduate student is often the most influential relationship in the student's career. All faculty members need to take this duty seriously. Research indicates that mentoring is important to persistence and success in graduate school. 14: Help to create a peer community for your women students. 15: Broaden the institutional culture of the department to accept a range of personal choices in balancing work and life. The default culture in an institution is often defined by its majority constituents. To broaden access to your department, broaden that culture. B. Fostering a Research Life 16: Provide women role models. 17: Integrate students into the research culture of the department as early as possible. Early involvement in research has a strong positive correlation to success and persistence in graduate school. Decisions about funding for first- and second-year students often have implications for research involvement: students who hold research assistantships are, not surprisingly, among the first students to become involved in departmental research activities. Students holding fellowships or teaching assistantships may be marginalized in the research life of the department. 18: Help women graduate students become involved in the professional community as well as the departmental community. 19: Standardize the methods your department uses for delivering information, so that students do not have to be part of an informal social network to receive it. 20: Change the departmental infrastructure to better promote the equal participation of women. Assure that all students have a safe physical environment in which to work. Be proactive in avoiding sexual harassment by faculty, staff, or students. Offer diversity training to faculty, staff, and incoming students. Form a diversity committee at the department level or participate in one at the university level. Establish clear and widely known procedures for seeking informal advice and/or filing formal grievances related to gender-based issues. Develop structural mechanisms that ensure that all students have good advising. Perform a self-assessment of your department's weaknesses in recruiting and retaining women, and prioritize needed improvements. Publicize your successes at recruiting and retainin#A<;L5Davies, A. R. Klawe, M. Ng, M. Syhus, C. Sullivan, H.2004+Gender issues in computer science educationPWomen Computer Science Stereotypes K-12 Reentry Students Career Special Programs This website contains a wealth of information on the challenges and successes of efforts to attract girls to the computer science profession. It includes survey data on girls' and boys' perceptions of computer science and their professional goals, information on the ways girls are socialized away from computers and discouraged from programming, and a critique of the absence of "female-oriented" computer games. The site also describes educational efforts towards developing computer programs that encourage gender equity.Chttp://www.wcer.wisc.edu/nise/News_Activities/Forums/Klawepaper.htm Computer science, like engineering has been a traditionally male preserve. This phenomenon is deeply ingrained in our society. Beginning at age four, girls begin to show less interest in computers. Boys tend to dominate computer resources at school and at home, and to talk in "expert" lingo that intimidates women. Images of computer-savvy women are few and not always complimentary. Computer literacy is considered to affect girls' popularity negatively, unlike boys'. Girls, unlike boys, view computer scientists as socially unskilled. There is a strong correlation between gaming and interest in computer science. Computer games are overwhelmingly geared towards the young male audience, despite the fact that young women represent an immense potential market for the gaming industry. The culture of gaming presents women as sex objects and emphasizes violence at levels that girls are often uncomfortable with. Studies show that girls are more likely to take interest in games that are social and relational and involving narrative, whereas boys are more interested in games that involve competition. Integrating computers with girls' lives, creating girls-only computer times in class, introducing girls to programming in non-intimidating ways and designing software that appeals to both boys and girls are all ways to encourage women to see themselves as computer scientists. Some pilot efforts have been made in this direction and have met with success. Groups such as the E-GEMS group at the University of British Columbia have successfully designed software that appeals to women as well as to men. The SWIFT (Supporting Women In Information Technology) program, also based in British Columbia, developed an object-oriented programming learning tool called Virtual Family, which has been well-received. Inviting computer professionals to visit K-12 classes and holding IT workshops for girls can also encourage girls to enter computer science. SWIFT has developed an accelerated program called ARC to allow people who have bachelors' degrees but limited computer experience to be able to enter the field. This program incorporates an interdisciplinary approach and internship opportunities. In general, the program has been very successful, and boasts an enrollment of 60% women. Employers report satisfaction with the students' talents and motivation. Student grades have been higher than average. The article gives extensive specifics on the success of the program.Encourage the development of computer games that speak to girls' interests by including more narrative and less violence. Take steps to demystify programming for women and introduce them to the computer science field. These initiatives should be developed for girls as well as adults. Computer science, like engineering has be ]d@;Md Davis, B. G.1993XDiversity and complexity in the classroom: Considerations of race, ethnicity and genderTools for Teaching San Francisco Jossey-BassClass Discussion Women Minorities University Climate Communication Classroom climate Advising Assessment Course Content and Curriculum=Instructors who wish to be aware of race, ethnicity and gender issues in the classroom will find this article, from Tools for Teaching, a good place to start. The author presents a series of points for consideration during all phases of instruction, from advising to classroom conversation, course content, and exams./http://teaching.berkeley.edu/bgd/diversity.htmlAlthough legally, universities can no longer exclude people on the basis of their race or gender, female students and students of color often report feeling unwelcome, ignored in class, or otherwise treated with disrespect. In many of these situations, the professor does not notice what is going on -- or is not sure what to do about it. This article is a guide for the well-intentioned instructor who wants to learn more about teaching an increasingly diverse college population. Stereotypes are common in our society and persist in the assumptions that we may make about students. Do we call on female students less often in math and science classes? Do we ask less challenging questions to non-native English speakers? Do we assume that certain students are "there because of affirmative action"? Do we assume that a student represents and can speak for his or her entire ethnic or cultural group? Do we assume that none of our students are first-generation college students or that all of them are heterosexual? Assumptions and misunderstandings can influence the way that we treat students academically as well as interpersonally. Language differences may lead to miscommunications or errors in grading. Low expectations can be as damaging to students as insensitive language, although more subtly. These reduced aspirations for students can manifest as "easy" grading, condescension, or surprise when a student performs well. There are many ways to make courses more inclusive. Besides encouraging dialogue on diversity, class participation, and a diversity of opinion, the curriculum can be made more representative of society in general. In this way, diversity can be integrated thoroughly into the course material. Connecting students with each other and with faculty strengthens their support systems. Also, assignments can take into account the varying cultural background and interests of students and can encourage them to explore others' perspectives.0·Be alert to stereotypes, biases, preferential treatment, differential expectations, inappropriate language, and assumptions about your students’ cultural background or family status. ·Welcome student feedback on diversity issues. ·Encourage student participation, office hour attendance, and the formation of study groups. ·Be careful of withholding honest feedback or asking students to act as spokespersons because of their race. ·Challenge all students academically. Encourage them to explore their own interests and become involved in6e@;N)Dietz, J. S. Anderson, B. Katzenmeyer, C.2002QWomen and the crossroads of science: Thoughts on policy, research, and evaluation395-408:Journal of Women and Minorities in Science and Engineering83-4 Women Science Engineering CareerAIn this essay, the authors examine policy, research, and evaluation of women and science. The authors discuss past and current research, theory, and programs. They assert that gender equity studies research brings together of science and society, and advocate for a base of cumulative knowledge for policy and practice.The authors, all NSF program officers, believe that "traditional evaluation strategies aimed at a single intervention [concerning women in science] fail to capture important information and can lead to faulty conclusions." They believe that Women in Science issues are cross-disciplinary, and so are the solutions. They enumerate six problems seen with many research proposals, and go on to list different strategies which have more potential for uncovering important patterns. The authors state that it is time for evaluation and research efforts to influence policy and thinking concerning women and science. The authors list four distinct areas which they feel need more attention and go on to outline research approaches warranting development: 1) Systemic Reform Theory - targeting social and educational systems to transform the systems of preparation and support so that all participants are well-served; 2) Organization Theoretical Approach - Creating models in which changed culture and climate will eliminate barriers and changing institutional practice; 3) Career - targeting the STEM community to develop a persuasive model of scientific capacity that takes into account both career development and the advancement of knowledge; and 4) Self-Efficacy Approach - targeting girls and women across the spectrum and their support networks in order to encourage female students to pursue science, and studying the influence of belief systems on the representation and the culture of science.None, but recommends that researchers studying women in science and engineering pursue the four approaches outlined in the extended summary.The authors, all NSF program officers, b!oPF;O Lewis, B. F.2003sA critique of literature on the underrepresentation of African Americans in science: Directions for future research:Journal of Women and Minorities in Science and Engineering93&4eAcademic Preparation African American Minorities Science Engineering Career Self-perception MentoringCAfter an extensive review of the literature, the author concluded that there are virtually no empirical studies focused on understating why African Americans remain disproportionately underrepresented in STEM fields. This lack of knowledge is a major limitation in formulating policy decisions aimed at reducing this underrepresentation. Five limitations in the literature are noted: 1) lack of quantitative observation, 2) poorly defined analysis of career decisions, 3) lack of variety in research approaches, 4) a tendency to equate career attainment with career choice, and 5) the lack of explanation for these ethnic-based disparities. Well grounded in the literature, the main contribution of this paper is to set up the criteria future research should meet when examining the under-representation of minorities in STEM fields.The author argues that policy initiatives and intervention efforts have yielded very little progress in improving African-American underrepresentation in sciences and technology. He finds that most research tends to rely on folk insight rather than on sound empirical evidence. Seeking to fill this void, the author conducted a comprehensive review of the literature. The selection criteria included: 1) empirically-based studies, 2) publication in a refereed journal, 3) African American topic, 4) a focus on science and science related careers, and 5) recent publication (1990 or later). Only 5 out of 157 articles identified met the selection criteria. The literature identifies several six main factors contributing to underrepresentation of African American in science. These include: 1) students' lower levels of confidence in their abilities in science; 2) fewer math and science courses taken; 3) lowered students' self-image as scientists; 4) poor academic preparation; 5) lack of role-models; and 6) perception of limited career opportunities. Lewis extensively discusses his conclusions by noting the following five features of the extant literature. The most striking of them is the lack of sound empirical research on the topic. Most of the material is made up manuscripts reporting intervention programs, stating positions, or providing descriptive statistics. The second striking feature is the preponderance of research on poorly defined factors found to correlate with student's career decisions (e.g. choice of major, having positive attitudes about oneself as a scientist). The third striking factor is the implicit assumption that underrepresentation in STEM is due to deficiencies in the life histories of African Americans. This appears to lead to oversimplification and an unsupported view of correlations as causation. The fourth factor is the assumption that underrepresentation of African Americans in science is a result of students' choices, masking the fact that science career attainment is a social process and that desire of an aspirant is only one factor in this process. A fifth finding of the literature is that there is no determined link between student career decisions and race or ethnicity. The author acknowledges that it is a cliché to suggest that "More research is needed," but he argues that of greater importance is the need for a protracted research agenda aimed at gaining a greater depth of understanding of the intricacies of underrepresentation.The author argues that piX\F;PNettles, M. T. Millett, C. M.1999The human capital liabilities of underrepresented minorities in pursuit of science, mathematics and engineering doctoral degrees2Research News On Minority Graduate Education (MGE)12UGraduate school Minorities Engineering External Influences Competition Social supportThe study sought to examine the extent to which doctoral students in Science, Mathematics and Engineering (SME) are being socialized into their academic disciplines. Substantial differences in participation in research activities were noted across ethnic groups. Lower percentages of African American and Latino students in science and math, as compared with whites and Asian Americans, reported having presented research papers before national conferences or submitted papers for publication. The study's research design prevents inferring causal connections. The study is descriptive at most of the characteristics of underrepresented graduate students pursuing doctoral degrees in SME.2http://ehrweb.aaas.org/mge/Archives/2/Nettles.html This paper presents some findings from a national study involving over 13,000 doctoral students from 21 universities. Using a "human capital" approach, the research sought to assess the extent to which quality of doctoral students' experiences and performance could be attributed to family background, gender, race, finances and undergraduate education performance and experiences. Particular attention was placed on breaking down the analyses in terms of gender and race across academic disciplines. The authors found significant differences in race, sex, social class and other demographic distinctions among doctoral students on a broad array of variables relating to progress and performance. Engineering students in general tend to come from more wealthy and more highly educated backgrounds than other science and math students. There was a high correlation between African Americans' fathers' occupation level (e.g. social status) and their publication rate. African American engineering students were also likely to have mothers with well-paying jobs, while white and Asian engineering students were more likely to have mothers who were homemakers and fathers who had advanced degrees. There were racial differences in the college and employment background of the students surveyed. African American students were most likely to take a significant amount of time to work between college and graduate school. Hispanic and White students are most likely to go directly from college into a graduate program. Asian and White students were most likely to have attended a prestigious college. Both gender and race are strongly correlated to levels of publication. In science and math fields, African American and Hispanic students were less likely to publish and present at professional conferences than were white and Asian students. In engineering, these differences were not significant. The author's main conclusion is that African American students are disadvantaged by their "deficits in human capital." This article, while reporting on a forceful descriptive study, unfortunately does not address the causative connections between the components of human capital and the performances of the groups studied, nor does it examine inclusive and engaging classroom activities which could benefit underrepresented minorities.Create opportunities to engage underrepresented graduate students in research activities. Make certain to socialize them into the academic discipline and encourage them to submit papers for publication and to present at professional conferences.! This paper presents some findings from a national study involvi D;QSmith, Dionne M.2003cTo Prove-Them-Wrong Syndrome: Voices from unheard African-American males in engineering disciplines61Journal of Men's Studies121African American Minorities Engineering Social support Financial Aid Retention Competition Classroom climate Stereotypes Expectations Fall 2003This qualitative study was based on interviews with African-American engineering students. The authors wanted to know how these students maintained their motivation in a sometimes discouraging environment. They found that, when the students encountered resistance from their majority peers, they responded by taking an assertive stance and becoming more resilient rather than giving up. The students were willing to make sacrifices to succeed in engineering.TSocial scientists believe that the U.S. cultural perception of African American males as members of a group rather than as individuals can make it difficult for African American male students to adjust to life in primarily white colleges. There have been many studies highlighting the impact of prejudice on the everyday lives of these students. This study sought to explore the reasons that some African American males persist in engineering and others do not, and to develop a theory of persistence based on these findings. The long-range goal of the study was to "identify ways to better serve and retain African-American males in engineering." The author discussed existing theories for the scarcity of African American males in engineering, which included "(a) inadequate secondary education facilities and resources; (b) poor academic performance in math and science; (c) low expectations from teachers and school counselors...; (d) inadequate parental and familial support; (e) a shortage of positive mentors... in mathematics, science, and engineering." The researchers gave the students an extensive biographical questionnaire which included open-ended questions relating to their social experiences, aspirations, family background, academic background and interests, formative experiences, and challenges faced in engineering. They also conducted individual and group interviews. The researchers then analyzed the responses using the "grounded theory" approach, looking for patterns in the data, coding the information, and discussing their ideas with each other. The researchers called the phenomenon they observed the "Prove-Them-Wrong" syndrome. The students were aware of stereotype threat- the prejudices that other young engineers held towards them- and made an extra effort to disprove these assumptions. The students maintained a constructive, proactive attitude when faced with adversity, and stated that they were determined to succeed. The author notes that, although these students manifested great strength under difficult conditions, this extra effort may take a toll on their emotional well-being.10608265ZFoster social connections between minority students and majority students in your classroom so that minority students will not be academically isolated. Educate yourself about racism and address it when it appears in the classroom. Be aware of stereotypes and inaccurate assumptions that are commonly made about African American college students.TSocial scientists believe that the U.S. cultural perception of African American males as members of a group rather than as individuals can make it difficult for African ;R Wright, J. C.1996Authentic learning environment in analytical chemistry using cooperative methods and open-ended laboratories in large lecture courses827-832Journal of Chemical Education739bChemistry Gatekeeper courses Active learning Laboratory Collaborative learning Technology Teaching7This paper is a report on the success of implemented changes to an introductory college chemistry course. The author argues that a need exists to move from passive learning styles to an active style in which students assume responsibility for their learning, linking such participation to authentic student achievement. He describes a one-semester introductory analytical chemistry course which uses open-ended laboratories, cooperative learning, and spreadsheet programs in a team-based laboratory structure. As implemented, such changes markedly improved student attitudes towards learning chemistry and towards each other, in addition to increasing the depth of coverage of the material and the students' comprehension levels. These benefits can be achieved in large-enrollment universities as well as small colleges.The entire laboratory course structure, as well as the student projects making up the lab course, is detailed in this paper. The course elements are described and the lecture, examination and lab projects are detailed. The effort of the course structure is to approximate the research experience of working chemists, and to provide students with a sense of accomplishment. Evaluation was accomplished via student responses to questionnaires, free-written responses and informal discussions with students. The author concludes that one of the most effective ways to accomplish effective learning is to involve students in original research. The open-ended lab is an effort to approximate the actual research experience.>A number of elements are cited that are considered fundamental to the success of the restructured course. These include: - utilizing an absolute grading scale - appointing a student board of directors to oversee all aspects of the course - having students read and analyze research papers - utilizing interactive techniques in the lecture - utilizing spreadsheet programs for homework and laboratory problems - cooperative examinations to complement traditional examinations, and - implementing open-ended laboratory projects to replace many standard laboratory  ;S#Hathaway, R. S. Sharp, S. Davis, C.2001IProgrammatic efforts affect retention of women in science and engineering107-124:Journal of Women and Minorities in Science and Engineering72HRetention Women Minorities Special Programs Undergraduate Social supportThis article describes the results of a program at a large Midwestern university that is designed to help women stay in science and engineering through a two-year shared housing program. The program was more effective for science majors, who tended to leave STEM more easily, than for engineering majors, who already had a high rate of retention. It was also more effective for White and Asian students than for underrepresented students of color.The manuscript presents the results of a series of interviews conducted among members of several Departments of Science and Engineering in attendance at the 1997 Grace Hopper Women in Computing Conference. The purpose of the study was to identify those practices deemed successful for attracting and retaining female graduate students. The central issue of the conference was the "shrinking pipeline" phenomenon - the attrition which occurs as women progress toward advanced degrees. Not only do women earn proportionally substantially fewer B.S. degrees in Computer Science than men, but they earn proportionally even fewer master's degrees and still fewer doctoral degrees. This leads to a substantial underrepresentation of women in the field, causing both a shortage of qualified professionals overall and the exclusion of women from participating in designing systems and products. Successful practices are those that address the needs of female graduate students in a holistic manner. Recommended practices target academic, financial and social needs. The listed activities also emphasize the need for faculty to be aware of learning styles, the need to discuss career paths, and the need to connect female graduate students with role models in high-level administrative and faculty positions.^Investigate the reasons that underrepresented women of color leave the sciences and engineering before instituting new programs for them. Introduce more organizational support for women in the sciences to encourage them to stay in their major, if the support structures are not yet there. Introduce female students to their peers to create community.WISE-RP, a residential program for women in the sciences and engineering at a large Midwestern university, was founded to give women the peer support that they need in order to succeed in interpersonally challenging majors. By creating community and collaboration - an "everyone wins" environment - ;T Hughes, W. J.2000rPerceived gender interaction and course confidence among undergraduate science, mathematics, and technology majors155-167:Journal of Women and Minorities in Science and Engineering62]Women Self-perception Aptitude Stereotypes Discrimination Sexism Social support UndergraduateThe study examined the connection between students' gender and their perceptions that Science, Mathematics and Technology (SMT) majors are better suited for males. The authors used self-reported data obtained from upper-level SMT courses taught at Georgia Southern University. The sample consisted of 352 individuals, 45.8% of whom were women. Women reported lower course confidence, less recognition by and respect from instructors, and less respect from their male peers. They also reported that the SMT curriculum is better suited for males, whereas male students did not. The study builds upon an extensive review of the literature. It is a good source of information on how the social environment within the classroom can be modified to increase the persistence of female students in SMT majors. However, the descriptive nature of the study makes it impossible to infer causal connections.a Previous studies indicate that female SMT students have lower course confidence than do male students. The factors contributing to this trend are 1) the interpersonal dynamics that female students experience with male faculty and peers, and 2) the gender-exclusive nature of the curriculum. Specific contributing factors include: 1) gender-biased instructors, 2) sexual harassment, 3) discrimination, 4) exclusion from study and work groups, 5) resentment towards high-achieving female students, and 6) perceived lesser importance of the academic and career goals of female students. Such studies suggest correction of this scenario by creating a gender-inclusive curriculum, increasing the number of female faculty within STEM fields, using female guest speakers and "support[ing] female peer and professional mentoring initiatives." The results of this study indicate the following: 1. Female SMT students reported lower course confidence relative to male students. Course confidence levels among female students were not significantly affected by the gender of the instructor. 2. Fewer female students than males reported that their instructors knew them by name and respected them, that their instructors had a gender-inclusive curriculum, and that their male peers respected them. 3. Instructors stated that they favored neither male nor female students. 4. Female SMT majors with male instructors reported the least favorable classroom experience, while male SMT majors with male instructors reported the most favorable classroom experience. 5. Perceived respect from instructors was positively related to course confidence among both male and female students. 6. Perceived personal recognition from female instructors was positively related to course confidence among female students. 7. Course confidence was positively related to academic achievement among male students with male instructors. The female students' perception of unfavorable gender interaction in the classroom is significant. This perception can impact female students' academic behavior, academic achievement and self-concept. Since perceived respect from instructors affects course confidence for both men and women, it is recommended that instructors convey respect for all students. Female instructors should also attempt to personally recognize their female students. Further research is required to examine what specific behaviors are perceived by female and male STEM students as respectful. Further exploratory research is necessary, since the gender interaction model tested in this study could not effectively predict course confidence among female students with male instructors. The authors suggest that a longitudinal study of students enrolled in STEM fields would help to identify the correlation between gender interaction within the classroom, persistence in STEM fields, course confidence, and academic achievement.6Instill course confidence among students by effectively communicating respect to all students, creating a gender-inclusive curriculum, recognizing students' academic skills, and encouraging them towards academic achievement. It is also important to avoid favoring certain students over others in the classroom.c Previous studies indicate that female SMT students have lower course confidence than do male students. The factors contributing to this trend are 1)  < };U8Mawasha, P. R. Lam, P. C. Vesalo, J. Leitch, R. Rice, S.2000Girls entering technology, science, math and research training (GET SMART): A model for preparing girls in science and engineering disciplines.49-57:Journal of Women and Minorities in Science and Engineering71iWomen Technology Science Mathematics Retention Mentoring Career Active learning Networking Social supportThe authors present a model for training programs based on the workshop GET SMART (Girls Entering Technology, Science, Math and Research Training), which prepares female high school students to enter SMET careers. The program aims to motivate students, increase awareness, create positive attitudes, and improve the performance and retention of female students in SMET. The model focuses on four major areas: career orientation, knowledge, academic and social support, and self-concept.The workshop GET SMART (Girls Entering Technology, Science, Math and Research Training) was created to prepare female high school students for competitive SMET careers. The program focuses on four major areas: 1) career orientation: commitment to SMET as a career, reasons for pursuing SMET as a career, and opportunity to pursue a SMET career; 2) knowledge: courses completed, achievement, and hands-on activities; 3) academic and social support: diversity initiatives, role models, cooperative learning, and peer counseling; and 4) self-concept: competence and peer competition. The career orientation workshop focused on gender-equity issues, college preparation and programs, and financial aid and scholarship opportunities. The program also included math, science, and computer hands-on activities to promote self-confidence, enthusiasm, and good problem-solving skills. Parents, teachers, program coordinators, SMET professionals, college mentors, and other professionals provided academic and social support. The coordinators studied multicultural career and personal counseling. Successful female professionals conducted the workshops. Participants' self-confidence improved through the positive academic and social network and through a constant emphasis on competence and group work, which prevents possible "solo" or "token" effects (unrealistically high or low expectations of a minority member due to their status). 97% of participants rated the program as very supportive of females in SMET disciplines. The GET SMART workshop gave insight into potential problems the female students might face while pursuing a career in a SMET field, created engaging and meaningful activities for the students to perform, used cooperative learning to build students' social and academic networks, and provided peer tutoring. Some problems that were identified were: an inability to maintain academic and social networks due to age and distance; male peers' lack of understanding of the importance of female representation; poor educational preparation, which could be helped through earlier intervention; and social, emotional, or economic problems that prevented students from succeeding.Professors should encourage students in class, discuss gender-equity issues, and provide information about financial aid and scholarship opportunities. Describing SMET career opportunities is also important and can be enhanced by bringing in guest speakers (especially successful women). By speaking of personal motivations or important experiences that have led to his or her interest in SMET, an instructor can interest students in SMET careers. To increase technical knowledge, the curriculum should emphasize real world, hands-on activities which promote students' self-confidence, enthusiasm, and problem-solving skills (see Table 3). Encourage collaborative work and study groups to help students develop peer networks, which are valuable to academic survival. Aid student confidence, growth and achievement by being aware of those who are struggling and being open and accessible to students who need help. Learn to be a role model for students and appropriately deal with the emotional, social, and economic issues which students may face through mentoring and counseling programs. Support diversity initiatives, create peer competition, provide encouragement, treat all students equitably, and emphasize the competence and potential ability of students. Discuss diversity with all students, because lack of male peer support hinders female achievement. If the instructor states that diversity is important, then students will take diversity more seriously.The workshop GET SMART (Girls Entering Te;VAAAS2004(Making strides towards structural reform2004 September 20XMathematics African American Latino Minorities Career Graduate School Networking ScienceThis website, funded by the National Science Foundation (NSF), contains information on minority opportunities in graduate education in science, mathematics and engineering.#http://ehrweb.aaas.org/mge/home.htmThis website, funded by the National Science Foundation (NSF), contains information on minority opportunities in graduate education in science, mathematics and engineering. The website contains links to special reports on increasing diversity in colleges, especially within SME fields. It also contains links to "information on minority graduate education issues and graduate school funding opportunities." The website provides an "annotated bibliography of articles and books on SME minority graduate education." The purpose of this website is to encourage faculty members and researchers to strive towards making the classroom and college environment more supportive of the needs of all students.None.This website, funded by the National Science Foundation (NSF), contains information on minority opportunities in graduate education in science, mathematics and engineering. The website contains links to special reports on increasing diversity in colleges, especially within SME fields. It also contains links to "information on minority graduate education issues and graduate school funding opportunities." The website provides an "annotated bibliography of articles and books on SME minority graduate education." The purpose of this website is to encourage faculty members and researchers to strive towards making the classroom and college environment more supportive of the needs of all students.None. Es(ed) with the technical, the mathematical, and the scientific [with] an almost complete neglect of social, political and environmental issues." They think that this deficiency discourages female students and other minority students from pursuing engineering. To effectively teach diverse students, the authors say, faculty must begin to adopt new teaching practices, question their assumptions about students ~=;X%Atkin, A. M. Green, R. McLaughlin, L.2002SPatching the leaky pipeline: Keeping first-year college women interested in science102-108#Journal of College Science Teaching322:Women Undergraduate Mentoring Retention Stereotypes SexismOct 2002A one credit, two semester orientation course was offered for women who had yet to decide a major but were interested in a STEM field as part of a larger first-year experience program (FYP).  ik;Y Felder, R. M.1993TReaching the second tier - Learning and teaching styles in college science education286-290#Journal of College Science Teaching235=Learning styles Teaching Active learning Inclusively Aptitude;Most science courses are taught in a way which appeals primarily to only students with particular learning styles. Many students who fail or drop out of STEM disciplines do so because their learning styles are not bei k;ZFFelder, R. M. Felder, G. N. Maundy, M. Hamrin Jr., C. E. Dietz, F. J.1995A longitudinal study of engineering student performance and retention. IV. Instructional methods and student responses to them.361-367 Journal of Engineering Education844KActive learning Collaborative learning Engineering Teaching Learning stylesOver a five course series of chemical engineering courses, Felder utilized a number of active and cooperative learning techniques to engage students with conceptual and practical knowledge of course material.A variety of well documented active learning techniqJlF;[ Kvam, P. H.2000TThe effect of active learning methods on student retention in engineering statisticsThe American Statistician542\Engi g;\Miller, A. S. Miller, C. B.1993oThe limits of intervention-lessons from Eureka, a program to retain students in science and math-related majors21-29 Initiatives552Women Reentry Students Feminism Science Retention Financial Aid Expectations Social support Self-perception Recruitment Retention=Publisher: National Association for Women in Education (NAWE)1Eureka was a two-year intervention program at Brooklyn College for females in math (F;] Irvine, J. J.1985LTeacher communication patterns as related to the race and sex of the studentJournal of Educational Research7868K-12 Stereotypes Minorities Women Communication Teaching“This artic WFD;^ Keilson, S.1997XInfusing a multicultural approach to education in the engineering and science curriculumUASEE Conference: National Conference on Outcomes Assessment for Engineering EducationWashington, D.C.vCulture Course Content and Curriculum Minorities Classroom climate Engineering Women Recruitment Retention InclusivelyThis motivational paper describes changes that the author has implemented to make an introductory engineering course more open to women and multicultural students. Her research in this area is aligned with that of other scholars in the field. She introduced discussion of ethics, the social impacts of technology, government funding priorities, learning styles, and female and minority contributions to computing. She also used exercises designed to undermine stereotypes. No course evaluation data is included in the article. "The article begins with strong arguments for creating an inclusive culture in engineering and the physical sciences, comparing the lack of progress in these disciplines to the relative success of women and minorities in “law, medicine and government.” The author believes that, as engineering companies internationalize their work force and encourage collaborative work, students must learn to communicate with others who are different from themselves. She also states that departments will be able to attract more funding and choose from a wider pool of talented students if women and minorities are included in the field. The author advocates “mak[ing] explicit the connections between scientific culture and other human cultur 78~;_%Grace, A. P. Gouthro, P. A. Mojab, S.2003"Thinking the practice": Academic adult educators' reflections on mediating a summer institute as a multicultural learning journey for graduate students51-74Studies in Continuing Education2519Women Minorities Teaching Discrimination Feminism Culture20030501>The authors discuss the “transgressive and transformative learning journey” that they created during a summer workshop for graduate students called “Culture and Diversity in Education for Adults.” The participants examined how, as teachers, their cultural and societal backgrounds affected their “conceptions of pedagogy and multiculturalism.” The authors describe how their “learning journey with institute participants took [them] into the uneasy intersections of the personal, professional and political.” The article is valuable due to its honest discussion of the difficulties of talking about diversity and its description of how the instructors negotiated the issue. Therefore, this article may be of interest to educators who are considering initiating conversations about diversity in their courses. :During the summer of 2000, the three authors of this article held a 10-day institute for educators at a Canadian university. During the institute, the educators discussed “degrees of inclusion/exclusion of different cultures,” “intercultural… understanding,” token recognition of diversity, “legal, legislative and cultural supports for visible minorities… and other cultural groups,” “race relations,” immigration, national sentiment, and gender issues in a multicultural context, among other topics. The workshop was focused on educational reform. The authors consider respect for learners to be part of the foundation of effective teaching. The group  >;` Hodari, A. K.2004bFour big ideas and a funeral: A meditation on engaging diversity in the physical science classroomDCulture Science Teaching Faculty African American University ClimateThis highly accessible a6q;a/Maton, K. I. Hrabowski III, F.A. Schmitt, C.L.2000African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program629-654'Journal of Research in Science Teaching377sFinancial Aid Social support Career Mentoring Advising Academic achievement African American Minorities RecruitmentSeptember 2000This paper includes extensive assessment data on the success of African American science majors enrolled in the Meyerhoff Scholars Program at the University of Maryland, Baltimore County. The program was highly successful in graduating students with high GPAs who remained in the sciences and often went on to graduate school. It successfully changed the image of African American students in the sciences on campus. The program provided extensive social and financial support, as well as professional development opportunities. C “Proportionately higher numbers of African Americans aspire initially to science graduate degrees than do Caucasians,” but they are often unable to achieve their goals. The Meyerhoff Scholars Program is a highly competitive and successful academic training program designed to produce future science Ph.D.s. Although it was initiated for African Americans, the program +c8D;b Tobias, S.1992DCan introductory science be multidisciplinary: Harvard’s chem-physGRevitalizing undergraduate science: Why some things work and most don't Tobias, S. Tuscon, AZResearch CorporationIChemistry Physics Undergraduate Gatekeeper courses Collaborative learningqChem-Phys was designed at Harvard to effectively train “future physicians.” This was an innovative course which, unfortunately, was not successful in attracting many students. Tobias examines the pitfalls of this course and details the corrective measures taken by the conceivers of this course to encourage more students to benefit from their innovative pedagogy. Chem-Phys combined first-year physics, general chemistry and twentieth century atomic physics with a new approach to introductory physics that involved more reading and writing. This two-semester course was to provide students with a strong foundation in molecular and cellular biology, as well as modern chemistry. It omitted the topics of sound and optics and replaced them with topics on atoms, quantum theory and statistical thermodynamics. The course was designed to provide students with a small class size, individual attention, collaborative learning, a flexible syllabus, and opportunities to pursue interesting questions in physics and chemistry in depth and to demonstrate their understanding of concepts. “Students could prooD;h Tobias, S.1992AHigh morale in a stable environment: Chemistry at UW-Eau Claire. GRevitalizing undergraduate science: Why some things work and most don't Tobias, S. Tuscon, AZResearch CorporationkChemistry Undergraduate Gatekeeper courses Women Retention Course Content and Curriculum University ClimateThis piece examines the role of the chemistry department aw4;d Felder, R. M.1996:Teaching to all types: Examples from engineering education18-23Matters of Style, ASEE Prism64HLearning styles Assessment Active learning Course Content and CurriculumThis helpful and concise article describes how to implement learning style models in the engineering classroom to provide a more thorough learning experience for all students and to improve s Ԉ;e Rey, C. M.2001%Making room for diversity makes sense1611Science2935535oSpecial Programs Retention Recruitment Minorities Women Financial Aid Advising Mentoring Culture Social support Aug 31, 20018This article profiles three successful diversity programs for underrepresented students in the sciences: the Biology Scholars Program (BSP) at the University of California-Berkeley, the Science, Technology and Research Scholars (STARS) program at Yale, and the Meyerhoff Scholars Progra ;f 5Alexander, B. B. Foertsch, J. Daffinrud, S. Tapia, R.1998The Spend a Summer with a scientist (SaS) program at Rice University: a study of program outcomes and essential elements for success Madison, WI0The LEAD Center, University of Wisconsin-MadisonCRetention Graduate school Minorities Undergraduate Career MentoringhThe Spend a Summer with a scientist (SaS) program offers paid summer internships to underrepresented minority graduate and undergraduate students which include research experience with a mentor/advisor as well as mentoring experience with high school students. The program has been successful at both recruiting and retai ^up problem solving. Creating special emerging scholars programs can help accomplish this goal. N most important factor is to have administrators who are patient and flexible.  large group. `access to the "advantages and privileges that accrue to the professional engineer." Typical engineering courses are, the authors believe, "obses  special emerging scholars programs can help accomplish this goal.Alexander, Burda, and Millar argue that certain minorities are underrepresented in the STEM disciplines in part because they fail or are afraid of Calculus. Students who fail to utilize group problem solving strategies often fail at Calculus, and many underrepresented minority students either lack a cultural background that emphasizes group collaboration or feel too isolated to find groups. Emerging scholars programs can be used to alleviate these problems. Over several semesters, students taking Calculus I, II and III were recruited to take an extra 2 credit workshop comprised of half underrepresented ethnic minority students and half white students. In practice, the desired number of underrepresented students could not always be recruited so the ratio was rarely 50-50. Similarly, recruiting a diverse group of minority students to a particular section was also difficult, sometimes leading to problems. In one instance, a section was half white students and half African American students. Both groups became very isolated and felt as if the class was all about race and not about Calculus. Nevertheless, students in the WES sections showed an increase in performance, and most felt it was a good experience. The section taught students group problem solving skills, a trait that will be necessary for their future studies. It also allowed students to feel like they are not "in it alone."dMany minority students drop out of science and math programs after taking Calculus or never enter such programs in the first place. To prevent this, Calculus should be taught in a more culturally relevant method with emphasis on student centered learning and gro  ning minority students in STEM fields.7http://homepages.cae.wisc.edu/~lead/pages/internal.html|Alexander et al. argue that a critical disparity between minority and non-minority students in STEM disciplines occurs between graduating from college and enrolling in graduate school. The SaS program emphasizes a two pronged effort to overcome this disparity. The first effort is to provide undergraduates with research experience and mentoring opportunities in a community of underrepresented students. In addition, graduate students are given financial and social support to continue their studies. The program succeeds with undergraduates by giving students motivation who would have otherwise never even thought of themselves as “graduate school material.” It succeeded with graduate students by encouraging them to continue their efforts. Central to both successes was the role of the program director. With someone at the helm who had the influence of fellow faculty as well as institutional leverage, the program and its participants were seen as a legitimate part of the larger research community. Students were given the chance to form a mentored relationship with this individual, helping them to share this feeling of importance. The program focused students’ participation around research projects. These projects were integral to the success of the program because they allowed students to have meaningful experiences with faculty while working on real problems and being introduced to the world of academia. More generally, a sense of community was created between the students that allowed for them to share experience with students of similar backgrounds while having numerous opportunities to both mentor and be mentored. 9Summer programs like SaS should be replicated to encourage minority students in STEM. The SaS program can serve as a guide of “what to aim for.” While programs may take several years to become successful, they are worth it. The resented in engineering in most countries relative to science and mathematics/ computer science. The authors state that cultural and social differences are responsible for the different participation rates. Women in several countries are beginning to enter engineering due to increased job opportunities. Gender stereotypes are established in secondary schools; engineering and technology are depicted as male oriented fields. Career choices of women were influenced by career advisors and by school visits from university and professional engineering organizations. Career advisors usually discouraged women from pursuing a career in engineering, as indicated by a survey conducted on female students in third year engineering programs. Also, math and science (especially physics) skills at secondary school played an important role in students' decision to enter the field of engineering. ICT, unlike traditional pedagogical methods, encouraged women at the Open University in the UK to enter the field of engineering. Women prefer the flexible learning environment and the "confidentiality of teacher/student communication that e-learning offers." An increasing number of women have enrolled for new courses and degrees introduced through ICT such as biomedical engineering, bioelectronics and general engineering. The students consider these courses to be job-enhancing opportunities. The authors discuss at length various programs and networking organizations that exist for female engineers in Europe. They also quote supportive testimony from an employer and from female students on the positive aspects of being a female engineer. Mentoring and networking programs offered online by some of the European organizations were beneficial to female students. Female students felt little discrimination on the basis of their gender in these online forums. Such forums also allow for surveys and research on gender issues. The authors note that instructors feel that ICT-based teaching is more time consuming. Hence, it is possible that the most qualified instructors will opt for classroom-based teaching. The authors question whether ICT-based learning is indeed as good as classroom-based learning. One critique of this article is that removing women from the pressures of a mostly male academic environment and providing them with confidential e-mail communication with professors may not prepare them for professional interaction with men. In addition, as the article mentions, accommodations for women's family responsibilities must, in the end, rest with their future employers. If the employers are not amenable to change, women, especially in Eastern Europe, may not be able to follow up on their career potential. If women feel that they must go online in order to find discrimination-free environments, what does that say about the traditional classroom?qFemale engineers and scientists should develop a "strong and influential presence in the early secondary school years in order to inform and encourage students of the wider career opportunities offered by an engineering/technological education." Professors should emphasize "interdisciplinary and innovative aspects of engineering" in addition to the technical content. 4to both men's and women's preferred learning styles. - o are shy or intimidated to approach you in a & d women's preferred learning styles.@The authors examined the following research questions: "1) Is there an association between pre-course beliefs and course performance? 2) Does evidence of association remain stable throughout the course? 3) Does the association differ for females and males? 4) Does the association depend on the instructional software used?" The experiment took place in an introductory algebra-based statistical methods course. Two-thirds of the students were female and the class was academically diverse. Both sections had the same instructors and used the same textbook. The course sections were divided into two groups. Each group used a different instructional software package. The first instructional software, ActivStats, places a greater emphasis on context than is traditional in statistics courses. The second software, CyberStats, is more mathematically abstract. The survey measured general confidence, math concern, previous math performance, and gender. The authors developed the first two variables, General Confidence and Math Concern, through statistical factor analysis. General Confidence correlated with grades at the beginning of the course, but this relationship diminished with increasing student competence. For female students, confidence was related to course grades only when the CyberStats (abstract) software was used. On the other hand, male students' confidence was related to their grades only when the ActivStats (applied) software was used. This difference indicates that a combination of approaches can accommodate the academic preferences of both genders and is preferable to either approach used alone. The authors found that students with higher Math Concern performed less well on exams, even after adjusting for SAT scores. Using ActivStats (the contextual program) reduced the effect of Math Concern on women's performance.Include a combination of context-based and theory-based approaches in math and science teaching in order to appeal y of Maryland discovered a strong correlation between math proficiency and freshman grades in introductory biology and chemistry courses. This led the College to institute math placement testing and, for those doing poorly, required non-credit remedial math prerequisites before allowing students to take introductory chemistry. This intervention approach yielded mixed results: While it improved students' success in sciences courses, it delayed their program completion and increased their likelihood of dropping out of the program entirely. Subsequently, the College instituted an intensive, optional 6-week "Prefreshman Academic Enrichment Program" (PAEP) offered to students with poor math preparation. PAEP is a day-long, 6-week program involving mathematics workshops, lectures and problem sets as well as college survival skills workshops for new freshmen. Students therefore participated in both academic activities and worked extensively in small cooperative, self-help groups in which they took an active role in their learning process. Students additionally stayed in close contact during their first as well as subsequent academic years and apparently formed close learning communities helping to alleviate a sense of isolation. The authors compared PAEP participating students with other students with similar SAT scores who did not participate in the PAEP. Participating students performed better than non-participating students and graduated at higher rates. Beyond noting that the sense of community helped to diminish feelings of isolation, the authors did not assess the extent to which the learning community itself may have independently contributed to the program's results. They did not discriminate program results between academic activities offered and the processes of having the students work extensively in the small cohorts mentioned above, nor the effect of their continuing participation during the their academic careers in the such informal learning communities.Set up an intensive academic program in which workshops, lectures, tutoring, help and survival skills are offered (including on-site housing). Create learning communities aimed at facilitating the transition of the student to the institution while fostering collaborative learning. &hmidated to approach you in a large group.1. Remind students that science is a human endeavor and requires contributions from many different people to solve problems that could affect all of us. Incorporate scientific issues that affect society at the local, national, and global level. 2. Make a special effort to emphasize the contributions of a diverse group of scientists. 3. Treat all students with respect, show that you really care about their learning, and strive to provide an atmosphere where all students feel comfortable to ask questions. 4. When calling on students in class, try to include as many different students as possible. Be sensitive to cultural differences. 5. Use a variety of teaching styles and instructional technology to address the different learning styles in the diverse classroom. 6. Encourage study groups which bring together students from diverse backgrounds, to foster mutual respect and cooperation. 7. As part of TA training, encourage teaching assistants to embrace diversity and facilitate interactions in the laboratory that are beneficial to the learning process. 8. Address the special needs of women, minority and disabled students by providing information on resources such as the Minority Arts and Sciences Program or Disabled Student Services. 9. Encourage students with special needs to see you during office hours, and offer to visit dormitories to facilitate informal interactions with your students. 10. Offer review sessions, especially welcoming those students wh  The course included activities which emphasize self-inquiry and reflection and was designed to provide a smooth transition in the fall semester and then career and major exploration in the spring. Atkins, Green, and McLaughlin suggested that many women leave STEM disciplines between their first and second year. They argued that the existing gender gap in STEM results from different “precollege experiences for boys and girls rather than differences in ability.” The researchers then described how the orientation course attempted to overcome such differences by both helping women to have a realistic and optimistic picture of being female in a STEM field and equipping them with tools necessary for professional and academic success. The tools for academic success included time management skills, academic goal setting, understanding university policy and utilizing university resources. Participants were required to meet with a study group both inside and outside of class. Within a community of women interested in STEM, students explored gender issues and stereotypes. They were also given the opportunity to interact with female role-models. Having volunteers from the university community and guest speakers serve as role models was vital to the program’s success. The authors argue that similar programs could and should be replicated elsewhere, as much more work is needed to ensure the success of women in STEM majors and careers. One of the largest obstacles to overcome implementing a program such as this is the huge time commitments and resources needed from members of the university community.0047231X9First year female students considering STEM fields can be encouraged to pursue them with a program that emphasizes self-reflection and collaborative work. Such a program should provide opportunities for women to connect with the larger university community and beyond. Intensive individual advising is also key.  and helps women gain  ' backgrounds, be aware of their use of examples and metaphors, and observe their patterns of attention in the classroom. The six stages of inclusive curriculum development, as outlined by Rosser, were used to implement a curriculum transformation in the engineering department of University of South Australia. The project aimed "to raise awareness of the issues and influence institutional and departmental policy…to produce guidelines, to provide staff development, and to develop and collect resources to assist the growth and extension of inclusive curricula after the formal project ended." Workshops for instructors helped faculty to create their curricula. The authors discussed the term "inclusive" with faculty and explained the ways in which a non-inclusive curriculum poses problems to minority students, as well as the benefits gained by all students through an inclusive curriculum. The curriculum was designed in order to best prepare students for graduate studies. Some faculty members argued that "their curriculum content is based on universal laws, and is not therefore subject to cultural or gender bias." This notion is disputed by several studies that indicate that an individual's "historical and social milieu" and gender influence science. An increase in the retention and success rates of female students in the engineering department occurred after the commencement of this program. However, the authors note that there may not have been a causal relationship. An example of inclusive curricula in civil engineering illustrates how instructors incorporated inclusive aspects in their course. Students were given lectures on "working overseas, team skills, negotiation skills and valuing diversity among colleagues and society." Peer-assisted learning (PAL) and small projects were introduced for students in mechanics and analysis courses to develop graduate qualities and inclusivity. Faculty members and voluntary tutors participated in the PAL sessions. Instructors selected design projects for their students to work on that were realistic and incorporated "technical branches of civil engineering" as well as "environmental, social, and economic implications."IFirst, "include(e) examples and applications of theory from a range of cultures." Then, design a curriculum that effectively communicates engineering principles to students, taking into consideration the following factors: " The learning environment, " Assessment, " Using inclusive resources/content, " Incorporating inclusive teaching and learning methods, and " Applying inclusive principles to the aims and objectives of the program and course. The authors caution against the following instructional problems, which contribute to a "chilly climate": " Assuming that all students have prior practical experience with mechanical and electronic devices and appliances, " "Lack of excitement in the content or presentation of the course," " "Apparent lack of relevance in the curriculum content," " Use of a limited set of teaching methods that are applicable only to a few learning styles, " "[Allowing] disruptive behavior of majority groups (e.g., white male students throwing paper planes)," and " Ignoring an uncomfortable classroom atmosphere (racism, sexism, or other types of prejudice).r the other institutions. The universities were having moderate success in recruiting disabled and low-income students, but difficulty in retaining them. Aboriginal students were notably absent from the programs. A series of intervention strategies are taking place simultaneously at the University of South Australia. These include: " recruitment and awareness programs: targeting schools and teachers - activities in the schools - activities on campus - short residential courses " preparatory programs " widening entry routes and procedures, and special admissions schemes " developing new award programs designed to appeal to students from equity groups " scholarships for targeted groups None of these initiatives mentioned curriculum modification, collaborative/active learning, including socially relevant material in courses, putting material in context, or any efforts to alter peer group or faculty/student interaction. The authors highly recommend the re-creation of the Women in Engineering Officers program (or a similar one), which led to an increase in enrollment of women engineering students. This ambitious cross-institutional collaboration, which took place in Canada, is an example of a successful effort in this direction. Be aware of the educational differences between male and female engineering students and design peer-assisted learning opportunities for students. Take steps to remedy male dominance in computer labs. Engage in recruitment and awareness activities for high school students, and establish award programs, preparatory programs and scholarships. You may also want to consider curriculum modification, collaborative/active learning, including socially relevant material in courses, and putting your course material in context. eive high grades in second-semester chemistry. Also, Asian students were much more likely to persist than students from other underrepresented groups. Research participation helped some students to understand their course work better and taught students time management skills. It encouraged them to persist in science and influenced their career choices. However, many students reported negative research experiences. The authors state that such experiences undermine the "importance of a carefully designed, developmental research experience for undergraduate students to encourage them to continue in science." The program tracked down the achievements of BUSP alumni. 62% of BUSP participants (during 1988-1994) pursued graduate studies, compared to 40% of UCD students. 26% of BUSP participants had completed or were in doctoral programs, with a majority in medicine. 8% of BUSP participants were in PhD programs, mostly in biology-related disciplines. Some BUSP students pursued research projects in which they could improve public health by working for medically underserved communities. The paper describes one participant's experience with BUSP. The participant felt that BUSP helped her develop a strong foundation through the supplemental coursework. BUSP groups helped her study "more effectively and efficiently". Her research experience gave her practical insight into her course work, which increased her self-confidence. The funding provided by BUSP helped her to graduate more quickly. She states that BUSP "lowered the hurdles (to success)" for her.Engage students in research projects during their undergraduate years. Inform students of supplemental classes or workshops available to them where they can gain a better understanding of course work and work in groups with other students. s. This is especially important in states with a high minority population. Fourth, policy must be aligned with practice and research.yThere have been some changes in women's participation in SMET (science, math, engineering and technology) fields over the past decade, but much less progress has been made than one might expect. For Caucasian girls, this is due primarily to social stereotypes and differential classroom treatment rather than academic preparation. Cognitive differences, which are still being explored, may play a role. In high school, college-bound girls and boys are both taking many science and math classes. However, girls' standardized test scores continue to be somewhat lower. Both girls' and boys' math scores on standardized tests have doubled in the past decade. A 35 point gender gap (favoring boys) remains on the SAT. In science, the scores are not rising and the gender gap is shifting but not disappearing. The ACT shows that both girls and boys are equally capable of science reasoning. Girls are well represented in AP Calculus, but are only ~15% of those taking the AP Computer Science exam. It is now common for most college-bound students, regardless of their gender or race, to have taken four or more years of high school science, with the only exception being Hispanic girls. Most young women "opt out" of SMET majors when they select their professional goals. Those women who do choose SMET majors are more likely to stay in their major- and complete their degree within 5 years- than male students. The same story is true for graduate enrollment. Women are less likely to enroll in a graduate program to begin with; but, once they do enroll, they persist. As a result, the number of women receiving doctorates in S&E has risen from 28% to 35% from 1990 to 1999. For a variety of reasons which are not explored in this paper, minorities other than Asian Americans are more likely to switch majors or to drop out before completing their bachelor's or graduate degrees. Once women are out in the technical workforce, they are more likely to a) change occupations, b) work part time due to family responsibilities, and c) work for universities rather than the private sector. The authors believe that the omnipresence of stereotypes in a series of studies of parents, teachers, and the media make it impossible to say that gender differences in science are innate. A series of studies have documented that most people, including girls themselves, believe that girls have inferior math and science ability. In this setting, it is not surprising that some girls "stick to what they know." Many girls prefer to solve problems using arithmetic than to derive proofs. It is not clear which comes first: boys' culturally encouraged sports and repair activities, or a natural inclination towards physical problem solving. Studies have shown that boys' dominant behavior in science labs is correlated with a drop in girls' test scores. "Active learning" may not be effective when stereotypes inhibit girls' participation. Observers have also documented that teachers ignore girls in class, particularly white girls, although the girls continue making efforts to participate. Most girls become disappointed in math and science and effectively "write off" the subjects, stating that they are not interested in S&E, these fields are "not relevant," and they could not be successful in them. More research is needed on girls' and boys' problem solving strategies. Some theories suggest that women have a more "relational" way of perceiving the world, are more interested in looking at the broader context of a problem, and are more interested in personal experience. At present, these theories have not been widely accepted. The women's movement, educational reform, and the need for more engineers in the United States have contributed to the rise of many programs geared towards encouraging girls to study math, science, and engineering. Encouraging girls to develop more mechanical skills may be helpful. As the authors emphasize, we have a long way to go.The recommendations of the committee fall into four categories. First, institutional commitment must be solid. This commitment requires initiating publicly available self-evaluations of equity among faculty, students, administrators and staff; making evaluation and follow-up a condition for government funding; and, for corporate and foundation partners, emphasizing the need for a diverse workforce. Second, the U.S. must "draw on the strength of its demographics." Leaders must make a "stronger and more inclusive workforce" a priority. Funding rewards should be created for institutions that fulfill this objective. Educational and accreditation institutions must make structural changes that increase retention rates and ease students' transition to the workforce. Internship and professional development opportunities for students and professors from underrepresented groups should be expanded. Third, communities must partner with colleges and universities to encourage local students to enter technical fields. This is especially important in states with a high minority population. Fourth, policy must be aligned with practice and research. ee of self-examination- are central to teachers' success at addressing gender and ethnicity in the classroom. (Their adherence to self-classification met with resistance from one subject in the study, who identified his or her ethnicity as "homo sapiens.") Feminist observers of science have addressed inequity in scientific culture, terminology, emphasis on objectivity, "climate," and other arenas. The authors draw extensively on the work of Nieto, who discusses the effects of low expectations on students of color. Nieto says that failing to acknowledge the value of students' existing cultural knowledge leads teachers to "think of difference… in negative terms." Nieto also emphasized individual cultural differences between students. The authors use this conceptual framework in their development of interview questions for the educators in the study. All three studies were interview-based. Helms's study involved educators who were not involved in any particular collective project. Bianchini's participants were scientists- both men and women- involved in a seminar series called Promoting Women and Science. Cavazos's interviewees were members of a group called Women Educators of Science and Technology that included high school instructors. First, the authors analyzed the interview content to determine the role that the teachers' gender and ethnicity had played in their own careers. In general, the responses were optimistic. Women described overcoming sexism. A few female science teachers described having been steered away from higher-prestige positions. Marriage and motherhood often conflicted with professors' obligations. The authors noted that the respondents may have been reluctant to give pessimistic feedback due to their professional and cultural pride. Some of the respondents viewed gender and race in science as being only a matter of inclusion rather than topic of study. Several respondents viewed science as objective and free of discrimination. Other respondents saw the structure of science as being created by social mores, and discussed this with their students. A few instructors viewed "all students as the same" and tried to treat them as such, but most viewed students on the basis of their group membership. The categories that teachers separated students into were usually based on their perceived academic aptitude as well as their race and gender. Several instructors who had experienced restrictive identity labeling in the past preferred to see students as individuals who were all unique. Most of the teachers had adopted innovations in their courses such as discussions of minority scientists, group work, discussing personal experiences, integrating cross-disciplinary material, and including portfolio assessments. Several teachers initiated female-friendly classroom practices such as increased wait time after questions, discussions of female scientists' work, personal attention and small group projects. One science teacher, "Elaine," adopted many creative strategies in order to try to include as many students as possible. The authors close by pointing out that feminist scholarship should not be "dogmatically" imposed on scientists without listening to scientists' perspectives. Also, they note that viewing all members of a given underrepresented group as the same can make individuals who differ feel invisible.VIncorporate context and history into science teaching as a way of unveiling the multicultural roots of scientific topics. View students as individuals. Examine your own cultural history and share your personal experiences with students. Question the norms of scientific culture when you feel that such questioning would benefit your students.d/or a mentor. Although professors' time is at a premium, it is very important to talk with students about academic and funding opportunities. Social networking with other female computer scientists is another source of support. It is also important for campus administrators to ensure a physically safe climate for women. Gender-related comments in the classroom can discourage women from the field. Interruptions from peers, lack of eye contact, simplification of questions, or social avoidance by professors can be intimidating to students. Gender-specific examples that assume mechanical experience can be confusing, and comments that are derogatory to women are unprofessional and highly discouraging. Grading policies which pit students against their peers can be problematic. Women tend to flourish in environments that encourage equality, participation, and group work.}Make time to talk with your female students. Often, students need the support of a faculty member in order to feel motivated to continue in their programs. Give female students positive feedback on their professional competence. Create an atmosphere that is less competitive by encouraging socialization and not grading on a curve. And, of course, treat your students with respect. :ecially those of color. The high attrition rate of female students from graduate mathematics programs has resulted in a lack of diversity at "advanced levels in the mathematics community." This program aims to retain female students who may drop out of graduate school if they do not receive social support. This program prepares its participants to make an easier transition from undergraduate to graduate school. The program "helps students understand the nature of graduate school culture and anticipate the types of difficulties that generally arise." Faculty members mentor participants throughout their graduate programs. Also, participants are encouraged to understand, accept and learn from people of various ethnic, social, cultural and educational values and preferences. The program redirects students who drop out of the program to other programs that are better suited to their needs. Students are trained in abstract algebra and analysis. These are basic courses required for graduate work in mathematics. These courses are tailored to help students "bridge the undergraduate and graduate content of these areas." Homework assignments are not graded, but constructive feedback is provided. Students are encouraged to work individually and in groups and to present their results to each other. All students receive a copy of the entire group's notes at the end of the courses. Guest speakers are brought in each week to explain research topics, the practical application of mathematics, the relation between mathematics and other disciplines, and possible career options for students with a mathematics degree. Students are also given the opportunity to participate in facilitated discussions relating to "differences of race, culture, geographical origins, and any other background differences or personal preferences." A platform is provided for the participants, graduate mentors and participants from the previous year to network among themselves for the academic advancement of participants. "Research support may be provided to participants "to attend professional meetings, purchase books or software, or for other research needs." 90% of the participants completed their masters' degrees and pursued doctoral degrees. The program gave its participants insight into the work and culture of graduate school, which helped build their self-confidence, thereby encouraging them to persist in the program. The core courses taught by the program were helpful to most of the students. Participants felt they had gained valuable knowledge through interactions with their peers and their graduate mentors. The facilitated discussions on diversity also encouraged the students to pursue graduate school. However, the participants admitted that the program had not completely prepared them for graduate school. For instance, the participants were unprepared for "the loneliness [and] bad advisement," embarrassing situations with faculty, departmental politics, "incomprehensible courses," "teaching responsibilities, the amount of homework and the lack of tests," "time management needs, the lack of guidance and mentoring," and balancing school with the demands of personal life.Providing negative feedback to students who are "not impressive to faculty members in their first semester or year of courses or who do not score well in their attempts at taking preliminary examinations" may discourage students, especially women and students from certain racial or cultural backgrounds "for whom the entry into graduate school requires a major adjustment." Help students to create a support group with their peers and mentors. with them.gCurrently, the United States is relying more and more on international graduates to fill technical positions in the workforce. Part of the reason for this disparity is that women and minorities are not entering computer science. Women's enrollment in computer science is currently decreasing while opportunities in the field- which are often well-paid positions- are increasing. Integrating community service, interdisciplinary applications, bias-free gaming, and everyday examples into computer science classes can encourage female and minority students to take an interest in computing. Collaborative learning, when structured properly, can break down classroom dominance patterns. The "pipeline" to computing begins at a young age. The author encourages intervention at the middle school level. She notes that guidance counselors sometimes steer minority students away from technical careers. Businesses such as Intel are taking part in encouraging women and minorities to enter the computing workforce. Introducing students to mentors and role models helps to break down the stereotypes surrounding computer science.Contribute to developing a welcoming environment for women and minorities in computing both within and outside the classroom. Make it clear to students that high-tech careers are socially relevant. Engage students in collaborative learning. Take steps to make sure that girls are allowed to participate in computer activities. Mentor female and minority students and discuss career options with them. fscience and math, educators have been slow to implement these teaching strategies. There is much talk about encouraging students of color, but little progress is being made. The author considers many of the current inclusion efforts to be "window dressing" that does not change the fundamental system. The students were recruited for the study through minority student organizations at New Mexico State University. The author conducted a series of three interviews with each student and then tabulated the common themes. Many of the students interviewed were excited to have the opportunity to tell their stories to an interested audience. All of the students mentioned supportive extended families that, although they might not have gone to college themselves, supported their children's success. Grandparents were especially influential. All students had grown up in families that held strong traditions and believed in education as an investment for the future. Almost all of the students had been placed in an honors program. Their confidence and abilities were greatly enhanced by honors tracking. In honors programs, the teachers tend to be more motivated and more interested in the children. Honors programs have also been criticized for tracking on the basis of ethnicity. However, these young people made it into an exclusive circle of "college-preparatory" classes and good teachers. Although the high school teachers were often motivated, they taught using very traditional methods. About half of the students had hands-on science experience at some point during their education. Many of the students became very excited about science and math, primarily because of good teaching. The students appreciated discussing controversial issues in science classes, but rarely had the opportunity to do so. Growing up in small communities and having smaller classes was also an asset to the students. Increased interaction with teachers helped students to achieve greater self-confidence and to believe that they could succeed.lIn order to ensure student comprehension of course material, interest in the course, and good study habits, involve students in cooperative learning. Encourage students to discuss concepts with each other. Train T.A.s in how to cultivate rapport and interaction in the classroom. Assess your innovations' effect on student performance, retention, and satisfaction. screate connectivity, engagement and inclusivity in an introductory physics class. Connectivity means linking the material to students' concrete experiences. Inclusivity means involving all students irrespective of gender, ethnicity or socioeconomic background. The authors designed a series of "road map" demonstrations which linked the materials to students' concrete experiences. They believe that active engagement is necessary for "warming the climate" and encouraging inclusivity, and that connectivity of the material is important. They took an "infusion" approach, where modest interventions were introduced into a basic lecture format. The advantage of infusion over comprehensive reform lies in: (1) its portability from course to course and discipline to discipline, (2) its emphasis on 'techniques' rather than fundamental restructuring of course content, (3) the fact that technique or activity can be introduced independently - allowing faculty transition from what they have been doing to include selected innovations with which they may be most comfortable, and (4) the fact that faculty can adopt this approach even in the absence of departmental curriculum reform. The paper presents a series of standard demonstrations as examples of activities that can be used to introduce concepts and tie introductory sections together. While these are physics examples, they could be adapted to any STEM introductory course. The demonstrations are on the following topics: 1) Velocity, acceleration and two-dimensional motion, 2) Applications of Newton's Laws, 3) Work and Energy, 4) Center of Mass and Moment of Inertia, 5) Rotation, and 6) Linear and Angular Momentum. The authors researched the extent to which demonstrations and modest changes in teaching techniques would foster engagement and inclusivity. Through qualitative observation and surveys, they compared the model course with "traditional" classes. A more extensive and diverse group of students participated in the model class as compared with only a few white male "stars" participating in the conventional class. Although student critical thinking did increase, student self-confidence did not increase significantly.Use interactive demonstrations and classroom discussion to raise students' confidence levels and improve attitudes about science. This can be done making only modest changes to course content and technique.  engineering. Students from underrepresented groups and women continue to cite "chilly environments" as their reason for dropping out of engineering. The authors are concerned that courses in the engineering curriculum such as core science and math courses have little "cross-linking" with other courses such as physics or statistics- let alone the humanities and social sciences. This can be disadvantageous to women and minorities because they are "encouraged to pursue engineering careers" though they are "less likely to be exposed to engineering as a profession." The paper shows several instances wherein courses were integrated and more underrepresented students were retained. Several courses were integrated into one course (math was integrated with science, humanities and fine arts, for example) or integrated into a cluster of concurrent courses (engineering design, physics, calculus, and English classes during the freshman year). Also, social values were combined with technical material. Examples included courses in "technology, society, and values; environmental issues and societal values." The authors suggest that considerations relevant to women and minorities should be integrated into the engineering curriculum. Women and minority students perceive "concrete evidence of…relevance to their subcultures" as especially important. Female students usually do not have any hands-on-experience with engineering, unlike boys, who "get into computers at an early age with tinkering and video games." Hence, women can benefit from hands-on-experience with engineering during their freshmen year in college. Designing traditional science courses with a feminist approach helps to increase the retention and participation rates of female and minority students. Acknowledging the contributions made by female and minority engineers makes underrepresented students more comfortable. Integrating the relevance of science to the culture and views of science of minority students is also effective in increasing the retention of minority students. The authors believe that there are too many courses required in engineering. Students, burdened with heavy course loads, have little room for experimentation. Also, "higher than normal credit hours" are required to graduate on time in an engineering program. Engineering programs often assume students have certain levels of knowledge and ability when they enter college. However, not all students take advanced math and science courses in high school. Therefore, a barrier is created that prevents the entry of many female and/or minority students. If students take the prerequisite classes before they enter the engineering program, this lengthens their stay in college, which can be expensive. The authors recommend reducing the prerequisites required to enter engineering programs. Engineering departments usually have an extremely competitive and discouraging environment. The authors recommend instituting collaborative learning, reducing the impact of gatekeeper courses, creating alternative paths to engineering-related careers, and advising freshmen on college pressures. The authors advocate a "well-rounded" or Renaissance model of engineering education which is highly interdisciplinary. They suggest offering minors in engineering, master's degrees for non-engineers and interdisciplinary majors in order to reduce the rigidity of engineering programs. The authors believe that "engineering colleges must assume responsibility for promoting technological literacy throughout the university." Technology can be used to make engineering more accessible to women, minority students and disabled students. Providing on-line lectures frees up lecture time for discussions that can be used as team problem-solving sessions. Online courses can also be effective when a topic does not require much interaction. However, students may not benefit from such teaching methods if there is a digital divide among students. Also, this form of teaching can lead to student frustration due to the lack of technical support and immediate instructor feedback. In addition, physical separation of students may make collaborative learning difficult and may frustrate students who seek communication and social support.Use collaborative teaching methods to effectively reach all students in the classroom. When assigning teams, "distributing a minority within a majority can lead to the disappearance of the minority." Hence, care should be taken to avoid isolation of students within groups. It is useful to assign each member of the group different roles throughout the course ("so that an aggressive team member does not always assume the lead role") and to create all-female teams or teams with female majorities. Inform students of contributions made by women and minorities in engineering. Encourage students to attend workshops for introductory courses. Also, offer freshman orientation sessions wherein students can learn skills to adapt to the college environment. Attempt to reduce the impact of gatekeeper courses. Connect technical material with social issues and bridge physics and math with engineering applications. Attempt to institute interdisciplinary majors and reduce barriers to entering engineering. ns."n This article is a report on the evaluation of performance indicators for educational gains of undergraduate engineering students. It is based on an ongoing curricular reform launched by seven universities which are members of the National Science Foundation (NSF)-funded Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL). The primary focus was the development of performance indicators to capture the relationship between classroom practices and educational gains. The authors developed performance indicators based on the assessment literature and the "Teaching for Competence" model. The assessment literature states that an ideal performance indicator should be one that helps evaluate the connection between inputs and outcomes in a particular education process. Accordingly, the authors argue that the "Teaching for Competence" Model meets this condition since it takes into account students' pre-college characteristics and their classroom experiences. Pre-college characteristics of a student include his/her intellectual ability, educational aspirations, his/her parents' educational level, gender and race. Studies show that female and minority students generally prefer collaborative learning practices (p.331-332). The factors pertaining to classroom experience include formal and informal curriculum, interactions with faculty within the classroom, student learning styles, and gender and racial climate, as well as teaching practices. Collaborative teaching practices are, according to previous research, advantageous for enhancing students' intellectual development vis-à-vis problem-solving, application of knowledge, "long-term retention of knowledge," "achievement," sensitivity to other students, "positive attitudes towards subject area, student leadership behavior, student openness to diversity, and persistence." Collaborative learning practices instill in engineering students skills that are beneficial in the workplace. The study implies that student learning benefits from instructors who give specific and detailed feedback to students, encourage students towards critical thinking and academic advancement, articulately present course material, relate assignments to the content of the course and provide information for problem-solving and design projects. Students, especially female and minority students, profit from collaborative learning practices. The authors suggest that instructors who commit themselves to "excellence in teaching" by using collaborative instructional methods should be rewarded through promotions or salary raises. This will encourage them to focus on effective teaching. Holding institutions responsible for developing students' professional skills can also help improve teaching quality. Faculty should be trained in classroom and group management as well as working with a diversity of learning styles to create a positive learning environment wherein female and minority students do not feel intimidated. Female students often feel that the engineering environment is hostile and extremely competitive, which lowers their self- confidence and leads them to change their majors.(Maximize the use of collaborative learning for all students. Instruction methods should instill in students professional competencies such as problem solving skills, communication skills, leadership skills and working with diverse groups. Complex design processes in engineering should be taught not through conventional lecture and discussion methods, but through instruction from an experienced coach who frequently interacts with students and encourages them towards critical thinking through demonstrations and "articulating design specifications." in which students solve problems while the faculty member acts as a facilitator. Studies report that students become more confident and less likely to drop out of college when they engage in collaborative learning. Vogt (1997) maintains that collaborative learning promotes tolerance because it is egalitarian, solution oriented, and noncompetitive. This teaching method can be extended outside the classroom. Many well-known educational organizations believe that it is wise to link students' in-class learning with extracurricular activities. Since earlier studies suggested a correlation between academic success, class participation and tolerance, the authors measured these seven independent variables: 1) Preference for Collaborative Learning, 2) Socioeconomic Status, 3) CAAP Scores, 4) High School GPA, 5) Racial Composition of High School, and 6) Average Hours of Study per Week. The results measured were changes in: 1) Personal Development, 2) Understanding Science and Technology, 3) Appreciation for Fine Arts, 4) Analytical Skills, and 5) Openness to Diversity. The first four dependent variables are connected to students' likelihood to remain in college. The researchers surveyed 2050 randomly chosen college sophomores at 23 institutions, including "private, public, research, liberal arts, and historically Black colleges and universities." They found that students of all groups grew personally and intellectually due to engaging in collaborative learning. Minorities were slightly more interested in collaborative learning than Caucasian students were, but students of all backgrounds benefited from the experience. There were no significant gender differences. Student open-mindedness was also enhanced by working in groups. This effect was most pronounced for White females and Hispanic students, but less so for White males. As the authors state, "Cooperative learning practices create the process and setting where learning is maximized and preconceptions are confronted through positive, productive interactions between students of different backgrounds."uIntroduce collaborative learning to enhance student communication skills, openness to diversity and academic success.  development. Instruction can allow students' potential to flourish. 2. Learning is a complex social phenomenon. Classroom climate, student needs, goals and preferences, teaching strategies and curriculum all influence student personal development. 3. Students have different ways of knowing. Students' preferred mode of learning may vary by discipline, major, gender, ethnicity or any combination of these. Instructors should be aware that students' ways of knowing are affected by a variety of factors ranging from their learning preferences, their interests (e.g. vocational vs. academic), their gender and their culture of origin. 4. College teaching is multidimensional. Teaching is complex. It embodies a wide variety of practices and methods. 5. There is no best way to teach. Teaching methods' effectiveness varies as a function of the result under consideration. Effective teaching can only take place if professors clearly specify the specific knowledge and skills the students are supposed to master. Clearly specifying the objectives allows instructors to choose teaching techniques that are most likely to achieve the specific outcome(s) desired. 6. Classroom climate matters. Positive relationships among students and between students and faculty are as important for student learning and development as is teaching. (Prejudice and discrimination on the part of faculty and peers affects students' college adjustment, their choice of major, and their persistence.) Professors can create an inclusive learning environment by emphasizing equity and fairness among students and between students and faculty. 7. Students are excellent raters of observable classroom activities. Student rating of instructors tends to be reliable whenever observable (low-inference) teaching behaviors are the focus of evaluation. Raters are more likely to disagree on global measures (e.g. flexibility, caring for students), while they agree on observable teaching behaviors (e.g. instructor explains class assignments clearly). 8. Students may be as reliable in assessing their cognitive development resulting from classroom experiences as are standardized tests. However, it is important to use effective measurement questions. 9. Few full-time faculty use innovative teaching methods. Two-thirds or more of college professors rely on lecture as their primary teaching practice. Few full-time faculty, if any, use active learning methods (5%) while one out of six full-time faculty rely on class discussions or seminars. 10. Effective teaching can take place when faculty are trained in teaching and rewarded for it. Most college professors are not trained to teach, nor rewarded when they are effective. Accreditation and performance funding is creating the impetus to value and reward teaching. The authors believe that changes will come because "attention to outcomes and demonstrable results is playing an increasingly important role in public policy."MClearly specify the specific knowledge, skills and values the students are supposed to master. To create an effective learning environment, emphasize equity and fairness in the relationships among students and between students and faculty. Active learning methods (discussion, collaborative learning) are emerging as the most effective and promising pedagogy. Instructors should utilize active learning in every context in which they are able to apply such techniques. Seek to learn to be an effective instructor, and encourage departments to reward innovyperceptions of prejudice and discrimination. The research took place at a large, doctoral-granting university in the Midwest. The participants were 879 freshmen, of whom the population was 10.7% African American, 21.6% Asian American, 17.2 percent Hispanic and 50.5% white. (This was close to a representative sample.) Discrimination and prejudice were measured using three variables: 1) Racial and Ethnic Climate on Campus, 2) Faculty and Staff Prejudice, and 3) In-Class Discriminatory Experiences. Alienation was measured by questions as to whether the students were enjoying their college experience and whether they felt that they "belonged" at the university. (There was no differentiation between perceived animosity towards the respondent's ethnic group and animosity towards other ethnic groups.) There was much more variation among ethnic groups in their perception of prejudice and discrimination than in their alienation. In general, African Americans perceived the most prejudice and discrimination, followed by Asian and Hispanic Americans and then by whites. All minorities felt isolated in class, but African Americans also had many experiences of discrimination and perceived prejudice outside of class. White and African American students had equally high experiences of alienation. The reason for this is not known. However, the African American students were more likely to feel alienated due to racial issues, while white students felt alienated for other reasons. It was difficult for white students to differentiate between different types of racism that they observed, whereas minority students were more aware of the nuances of human behavior. This may be due to the fact that minority students are likely to attend predominantly white institutions.The authors recommend faculty awareness of classroom behavior in order to prevent in-class discrimination, which may alienate students from their university community. Discriminatory behavior which may go unnoticed by white instructors or students is highly visible to minority students and may affect their college persistence and ability to form community with their white classmates. gical Sciences Education program at the Texas Tech University/Howard Hughes Medical Institute (TTU/HHMI) was created in attempt to increase the participation of "women and minorities in the sciences by involving undergraduate students in research laboratories and experiences." Researchers measured the effectiveness of this program using questionnaires and interview transcripts. The program increased student retention. Positive career-related interactions with the project director, their mentors and other students helped the students to prepare for graduate school. Undergraduate research experience increased female students' self-confidence through "success in labs" and positive feedback from research mentors. It provided them with research expertise, opportunities to present papers at conferences, and a "realistic view of science." These students were not discouraged by the time demands posed by graduate study. They felt that their undergraduate research experience prepared them for these challenges. The students made lab work their first priority, while family responsibility "took a back seat."$Create research opportunities for students, especially underrepresented students. Provide mentoring to students through encouragement, support and lab experience. Provide students with opportunities to do "interesting research." All of these experiences contribute to professional confidence.%merican and Hispanic students at the high school level.7There have been some changes in women's participation in SMET (science, math, engineering and technology) fields over the past decade, but much less progress has been made than one might expect. For Caucasian girls, this is due primarily to social stereotypes and differential classroom treatment rather than academic preparation. Cognitive differences, which are still being explored, may play a role. In high school, college-bound girls and boys are both taking many science and math classes. However, girls' standardized test scores continue to be somewhat lower. Both girls' and boys' math scores on standardized tests have doubled in the past decade. A 35 point gender gap (favoring boys) remains on the SAT. In science, the scores are not rising and the gender gap is shifting but not disappearing. The ACT shows that both girls and boys are equally capable of science reasoning. Girls are well represented in AP Calculus, but constitute only 15% of those taking the AP Computer Science exam. It is now common for most college-bound students, regardless of their gender or race, to have taken four or more years of high school science, with the only exception being Hispanic girls. Most young women "opt out" of SMET majors when they select their professional goals. Those women who do choose SMET majors are more likely than male students to stay in their major and complete their degree within 5 years. The same story is true for graduate enrollment. Women are less likely to enroll in a graduate program to begin with; but, once they do enroll, they persist. As a result, the number of women receiving doctorates in science and engineering has risen from 28% to 35% from 1990 to 1999. For a variety of reasons which are not explored in this paper, minorities other than Asian Americans are more likely to switch majors or to drop out before completing their bachelor's or graduate degrees. Once women join the technical labor market, they are more likely to a) change occupations, b) work part time due to family responsibilities, and c) work for universities rather than the private sector. The omnipresence of stereotypes in a series of studies of parents, teachers, and the media make it impossible to say that gender differences in science are innate. Studies have documented that most people, including girls themselves, believe that girls have inferior math and science ability. In this setting, it is not surprising that some girls "stick to what they know". Many girls prefer to solve problems using arithmetic than to derive proofs. It is not clear which comes first: boys' culturally encouraged sports and repair activities, or a natural inclination towards physical problem solving. Studies have shown that boys' dominant behavior in science labs is correlated with a drop in girls' test scores. "Active learning" may not be effective when stereotypes inhibit girls' participation. Observers have also documented that teachers ignore girls in class, particularly white girls, although the girls continue making efforts to participate. Most girls become disappointed in math and science and effectively "write off" the subjects, stating that they are not interested in S&E, these fields are "not relevant", and they could not be successful in them. More research is needed on girls' and boys' problem solving strategies. Some theories suggest that women have a more "relational" way of perceiving the world, are more interested in looking at the broader context of a problem, and are more interested in personal experience. At present, these theories have not been widely accepted. The women's movement, educational reform, and the need for more engineers in the United States have contributed to the rise of many programs geared towards encouraging girls to study math, science, and engineering. Encouraging girls to develop more mechanical skills may be helpful. .Be aware of discrimination and stereotyping in classroom behavior, expectations of students, textbooks and other course media. Encourage female students who express an interest in science, math, and engineering to develop hands-on skills. Phrase science problems so that they are in a social context. Provide challenging math and science courses to African American, Native American and Hispanic students at the high school level. 5cholarship of teaching and learning as a result of internal influences, their personal commitment to helping students reach their full potential being uppermost, combined with frustrations with student learning effectiveness. Organizational influences are also significant factors, with support from administration (such as providing instructor development initiatives including resources to help instructors design courses) being significant. This study also explored defining learning outcomes. A range of cognitive learning outcomes was stressed by the study's instructors, the most significant being comprehension, knowledge and application and analysis. Affective learning outcomes (such as developing attitudes and values) were also significantly cited. Instructors at all studied institutions implemented overwhelmingly applied active learning approaches. Of the eleven active learning approaches mentioned, those most often cited included discussions, presentations, problem-based learning and cooperative learning. Instructors used a wide range of assessment methods. Direct methods included such tools as papers, exams, participation and presentations among others. However, multiple indirect methods were also used, with all instructors utilizing teaching evaluations, and half of instructors also utilizing written reflections. All instructors participating in the study also used assessment results to make deliberate changes in their courses to maximize student learning and development. This utilization is at the core of the scholarship of teaching and learning.Institute organizational support for teaching as research practices. Discuss teaching as research with your colleagues who are committed to improving student performance and development. Engage in active learning in your courses and assess the results.  esults of the study emphasize the importance of social support through the first two years of undergraduate engineering for the retention of women and other underrepresented students in engineering. This article examines the effect of social support for interdependent self-construal individuals. An interdependent self-construal individual is one who "define(s) the self in terms of close relationships" (p. 820). The authors hypothesize that students with a high interdependent self-construal benefit from the existence of social support which provides a positive influence to student self-esteem thus helping the student excel in the competitive field of engineering. Women as well as Hispanics, African Americans, and Asians are generally highly interdependent self-construal. Interdependent self-construal students prefer "collaborative academic situations" and require a system in which they can receive ample social support from their peers as well as faculty members. The authors state that undergraduate engineering programs are often highly competitive and unsupportive. Also, the grading system serves to remove the "weaker students." These factors tend to lower the student's confidence in his/her academic skills. The undergraduate engineering environment, wherein very little social support is offered to highly interdependent self-construal students, can lead to high attrition rates among those students. The study shows that highly interdependent self-construal students who receive social support score better academically than s(Seymour & Hewitt, 1997). For college students, continuous, specific, and immediate feedback and teacher clarity have been associated with achievement (Feldman, 1976) and with motivation to continue in academic programs (Murray, 1991). Students' self-perceptions of their ability to learn are also important in understanding whether they actually learn and persist in STEM majors. In general, the higher a student's self-perceptions (also called self-efficacy), the higher the likelihood that the student will exert effort and will to accomplish academic tasks. Some research indicates that student self-perceptions are better predictors of academic performance than objective measures of ability (Hackett et al., 1992; Pajares & Miller, 1994). This study focused specifically on self-perceptions as related to engineering. It investigated what teaching practices and characteristics of the classroom climate contribute to female and male undergraduates' positive perceptions of themselves, which may reliably be linked to changes in students' academic and career self-perceptions. The study looked at changes in three academic self-perceptions: i) intent to persist, ii) perceived responsibility for learning, and iii) outcome expectations. Students' intent to persist in college has been found to be a strong predictor of actual college completion (Cabrera et al., 1992). This study found teaching practices exerting greater effects on gains in self-perceptions than students' perceptions of classroom climate or their background characteristics (e.g. socioeconomic status, SAT scores, highest degree expected). Instructor Interaction and Feedback, and Collaborative Learning, were significantly and positively associated with gains in all five self-perceptions. The more instructors interacted with students, provided detailed and frequent feedback, and provided opportunities to work together, the more students believed they would complete their degrees, gained a sense of responsibility for their own learning, believed they would get a high grade in the class, and gained in confidence and motivation to become engineers. Lecture's clarity and organization was also significantly and positively associated with gains in three self-perceptions. The more clearly instructors explained their assignments and expectations, the more students believed they would complete their engineering degree and the more students gained in confidence and motivation to become engineers. Faculty impact on the classroom climate was related to changes in two self-perceptions. The more students perceived that their instructors treated male and female students the same, the more students' sense of responsibility for their own learning increased and the higher was their motivation to become engineers. Peer impact on the classroom climate, however, was not associated with changes in students' self-perceptions.Both male and female undergraduate students' gains in self-perceptions can be fostered in the classroom by frequent interaction with, and feedback from, the instructor, by proving opportunities to work collaboratively with peers, and by clear instructions and structure from the instructor. To build positive student self-perceptions, faculty should: I. use collaborative and active learning practices, II. provide quality feedback, III. interact with students, IV. bring clarity and organization to the lecture and class assignments, V. make expectations clear to the students when assigning projects or ill-defined problems VI. incorporate examples or activities that convey a clear idea of the kind of work Engineer graduates face VII. treat all students equally and fairly. nd colloquial language classes.The author offers new perspectives on the experience of international and immigrant students, and suggests many areas for improvement. Instructors should try to be accessible, fair, and friendly to all their students. Providing real-world, practical experience and homework in the classroom also helps students. Step-by-step instructions may be too easy for college students and do not provide deeper level understanding of concepts. Instructors should be selective when assigning collaborative work, so that students do not discourage one another through competition. During the freshman year, students' confidence is especially vulnerable. Ask how they are doing in class. Ask "new arrivals" about issues of language and culture to see if there are any ways to help smooth their transitions into a new environment. Recognize that older, mature students may have an easier time adjusting and dealing with the stresses of living and learning in a foreign environment than their younger counterparts. Burns (2001) recommends a longer familiarization period, mentoring by students of similar ethnicity, pairing students with faculty, and additional technical and colloquial language classes. g women.See Recommendations.Below are listed the 20 recommendations from the body of the report. While only some recommendations are elaborated below, the full body of the report includes more extensive explanation. Refer to the full text article for expanded details. I. Recruiting Women to Graduate CSE Programs A. Increasing The Number of Women Enrolling in a Given Department 1: Broaden the recruitment pool beyond students with undergraduate CSE majors. Women tend to become interested in CS as an "acquired taste" that emerges over time. As a result, they may come to computing at a later stage in their education. Departments should go beyond the traditional applicant pool to recruit and admit strong students without undergraduate degrees in CSE. 2: Broaden the criteria used in admissions and be flexible in their application. "Broaden the criteria" here does not mean "lower the standards." Traditional criteria used for graduate school admissions are not always the best predictors of success. Do not focus solely on technical skills. Include such factors as intellectual accomplishment in other disciplines, leadership, motivation, communication skills, breadth of ability and experience, and social commitment. These factors contribute to innovation and a broader application of technology, and they are valued by employers. 3. Encourage reentry students. 4: Provide bridging opportunities to entering graduate students. A bridging program would provide assessment or self-assessment exams for all entering students, along with suggested mechanisms for filling gaps in their educational background. Possible remedies might include attendance at upper-level undergraduate courses for credit or non-credit, introductory summer courses for new graduate students, sanctioned reading lists, and mentors assigned from senior graduate students or faculty. 5: Explicitly include diversity considerations in your admissions process. 6: Be proactive in making recruiting contacts. 7: Review all departmental publications for both text and images containing overt or subtle messages that might discourage women from applying. Materials should be inclusive, depicting both men and women in a variety of activities. They should portray women as the integral members of the department. B. Increasing the Number of Women in CSE Graduate Programs Nationally 8: Inform your undergraduates about the opportunities and rewards of a research career, giving them timely information about appropriate preparation for such a career. 9: Provide undergraduate women with exposure to computing research. 10: Give individual encouragement to your women undergraduates. Women who major in the sciences often report that they have been influenced by the personal encouragement of high-school teachers and thus they expect more individual attention from faculty members. 11: Actively counter negative stereotypes and misperceptions of computer science and engineering. Ensure that department literature and departmental visitors include women whose lives and careers do not reinforce the standard clichés (such as, for example: All computer scientists are nerd hackers. Computer scientists work 24-7-365, etc.). The myth that "women are not as good at computer science" is prevalent and particularly destructive. 12: Provide women role models for your undergraduates. II. Retaining Women Through Graduation (Divided between those that improve student relations (and thus support within the department) and those that foster a more inclusive research environment). A. Improving Student-student and Student-faculty Relations 13: Be diligent at mentoring women graduate students. The relationship between the advisor and the graduate student is often the most influential relationship in the student's career. All faculty members need to take this duty seriously. Research indicates that mentoring is important to persistence and success in graduate school. 14: Help to create a peer community for your women students. 15: Broaden the institutional culture of the department to accept a range of personal choices in balancing work and life. The default culture in an institution is often defined by its majority constituents. To broaden access to your department, broaden that culture. B. Fostering a Research Life 16: Provide women role models. 17: Integrate students into the research culture of the department as early as possible. Early involvement in research has a strong positive correlation to success and persistence in graduate school. Decisions about funding for first- and second-year students often have implications for research involvement: students who hold research assistantships are, not surprisingly, among the first students to become involved in departmental research activities. Students holding fellowships or teaching assistantships may be marginalized in the research life of the department. 18: Help women graduate students become involved in the professional community as well as the departmental community. 19: Standardize the methods your department uses for delivering information, so that students do not have to be part of an informal social network to receive it. 20: Change the departmental infrastructure to better promote the equal participation of women. Assure that all students have a safe physical environment in which to work. Be proactive in avoiding sexual harassment by faculty, staff, or students. Offer diversity training to faculty, staff, and incoming students. Form a diversity committee at the department level or participate in one at the university level. Establish clear and widely known procedures for seeking informal advice and/or filing formal grievances related to gender-based issues. Develop structural mechanisms that ensure that all students have good advising. Perform a self-assessment of your department's weaknesses in recruiting and retaining women, and prioritize needed improvements. Publicize your successes at recruiting and retaining women. en a traditionally male preserve. This phenomenon is deeply ingrained in our society. Beginning at age four, girls begin to show less interest in computers. Boys tend to dominate computer resources at school and at home, and to talk in "expert" lingo that intimidates women. Images of computer-savvy women are few and not always complimentary. Computer literacy is considered to affect girls' popularity negatively, unlike boys'. Girls, unlike boys, view computer scientists as socially unskilled. There is a strong correlation between gaming and interest in computer science. Computer games are overwhelmingly geared towards the young male audience, despite the fact that young women represent an immense potential market for the gaming industry. The culture of gaming presents women as sex objects and emphasizes violence at levels that girls are often uncomfortable with. Studies show that girls are more likely to take interest in games that are social and relational and involving narrative, whereas boys are more interested in games that involve competition. Integrating computers with girls' lives, creating girls-only computer times in class, introducing girls to programming in non-intimidating ways and designing software that appeals to both boys and girls are all ways to encourage women to see themselves as computer scientists. Some pilot efforts have been made in this direction and have met with success. Groups such as the E-GEMS group at the University of British Columbia have successfully designed software that appeals to women as well as to men. The SWIFT (Supporting Women In Information Technology) program, also based in British Columbia, developed an object-oriented programming learning tool called Virtual Family, which has been well-received. Inviting computer professionals to visit K-12 classes and holding IT workshops for girls can also encourage girls to enter computer science. SWIFT has developed an accelerated program called ARC to allow people who have bachelors' degrees but limited computer experience to be able to enter the field. This program incorporates an interdisciplinary approach and internship opportunities. In general, the program has been very successful, and boasts an enrollment of 60% women. Employers report satisfaction with the students' talents and motivation. Student grades have been higher than average. The article gives extensive specifics on the success of the program.Encourage the development of computer games that speak to girls' interests by including more narrative and less violence. Take steps to demystify programming for women and introduce them to the computer science field. These initiatives should be developed for girls as well as adults. L$ntry students, un Tclass if it is no like other undergraduate/younger students, are less involved in social and extracurricular activities on campus, more motivated to learn and more practical. They possess problem-solving skills, have clearer educational goals and treat professors as their peers. The following suggestions are designed to assist instructors to "meet the challenges and opportunities of working with reentry students:" 1. Help students fit in with campus life though advising and mentoring. 2. Reentry students may not have attended college earlier or they might have done poorly in college. Hence, they might not have enough self-confidence about their academic skills. Instructors should help these students to feel "comfortable" in their classrooms. 3. Avoid bias and unfairness towards students of certain age groups. 4. "Seek advice from your campus' reentry program." 5. Encourage students "to get to know one another." This will help reentry students feel comfortable with other students in the class. Also, it allows for collaborative learning. 6. Reentry students may have "family responsibilities, job commitments, social and community obligations, and commuting," which should be considered when assigning "field trips and weekend or evening activities." 7. Younger students may perceive older students as extremely "motivated, knowledgeable, and collegial with the professor." Also, older students may act authoritatively or as a parent figure towards younger students. 8. Most reentry students prefer interactive learning. 9. Collaborative learning is most effective for teaching a class with reentry students. Real life scenarios faced by reentry students can help younger students gain a practical view of material presented in class. 10. Reentry students are usually self-motivated and are used to working independently. Hence, "independent study opportunities" will effectively engage these students. 11. Consider presenting applications before theory while teaching reentry students.See Extended Summary. _t intellectually challenging. There may be other students in class who may find the course material overwhelming. Below are strategies to engage both these groups of students: 1. Let students know what they are expected to know to succeed in the course. 2. A pretest on the first day of class on material that students are expected to know will help determine if students have the requisite knowledge to succeed in the course. If the class is writing-intensive, ask students to submit a sample of their writing. For students who do not have the requisite knowledge, advise them on courses they should take or "assign supplementary work early in the semester." 3. Divide reading list into background reading ("to review or acquire skills or knowledge to succeed in class"), basic reading and in-depth reading (to gain further knowledge and understanding of course material). 4. A test during the second or third week of class helps to identify students who have difficulty with course material. Class attendance may also indicate if a student is feeling lost or overwhelmed by course material. 5. "Plan a variety of assignments appropriate to various kinds of learning." 6. "Students tend to learn more when a course is conducted just above the level at which they are functioning." 7. Ask students questions that "require them to demonstrate them to demonstrate their understanding." Ask students for "definitions, associations, and applications of the ideas." "Ask a student to explain something you have presented in class, and gauge the response in terms of detail and accuracy. Go over material a second time, as needed." 8. "Give frequent, short in-class assignments." 9. At the end of class, ask students to write the most significant thing they learned, present any questions they have regarding the material presented in class, list "key concepts or main ideas" about the topic discussed in class, and/or write down "definitions and applications for difficult concepts." Ask students to summarize the reading material assigned. "Ask follow-up questions of all students". This helps to determine if students understand course material that was presented in class. 10. "Collect students' lecture notes at random" to encourage them to take good lecture notes. Also, this helps to evaluate students' understanding of the material that is being presented in class.Refer to Extended Summary. research.Although legally, universities can no longer exclude people on the basis of their race or gender, female students and students of color often report feeling unwelcome, ignored in class, or otherwise treated with disrespect. In many of these situations, the professor does not notice what is going on -- or is not sure what to do about it. This article is a guide for the well-intentioned instructor who wants to learn more about teaching an increasingly diverse college population. Stereotypes are common in our society and persist in the assumptions that we may make about students. Do we call on female students less often in math and science classes? Do we ask less challenging questions to non-native English speakers? Do we assume that certain students are "there because of affirmative action"? Do we assume that a student represents and can speak for his or her entire ethnic or cultural group? Do we assume that none of our students are first-generation college students or that all of them are heterosexual? Assumptions and misunderstandings can influence the way that we treat students academically as well as interpersonally. Language differences may lead to miscommunications or errors in grading. Low expectations can be as damaging to students as insensitive language, although more subtly. These reduced aspirations for students can manifest as "easy" grading, condescension, or surprise when a student performs well. There are many ways to make courses more inclusive. Besides encouraging dialogue on diversity, class participation, and a diversity of opinion, the curriculum can be made more representative of society in general. In this way, diversity can be integrated thoroughly into the course material. Connecting students with each other and with faculty strengthens their support systems. Also, assignments can take into account the varying cultural background and interests of students and can encourage them to explore others' perspectives.See extended summary. Oelieve that "traditional evaluation strategies aimed at… a single intervention [concerning women in science] fail to capture important information and can lead to faulty conclusions." They believe that Women in Science issues are cross-disciplinary, and so are the solutions. They enumerate six problems seen with many research proposals, and go on to list different strategies which have more potential for uncovering important patterns. The authors state that it is time for evaluation and research efforts to influence policy and thinking concerning women and science. The authors list four distinct areas which they feel need more attention and go on to outline research approaches warranting development: 1) Systemic Reform Theory - targeting social and educational systems to transform the systems of preparation and support so that all participants are well-served; 2) Organization Theoretical Approach - Creating models in which changed culture and climate will eliminate barriers and changing institutional practice; 3) Career - targeting the STEM community to develop a persuasive model of scientific capacity that takes into account both career development and the advancement of knowledge; and 4) Self-Efficacy Approach - targeting girls and women across the spectrum and their support networks in order to encourage female students to pursue science, and studying the influence of belief systems on the representation and the culture of science.None, but recommends that researchers studying women in science and engineering pursue the four approaches outlined in the extended summary. ng emphasized. Course material should be presented in multiple ways to accommodate all students. The “second tier” of students relating to STEM are those students who have the initial intention and ability to earn a degree in science but fail to do so. Felder suggests that a primary reason many of these students do not achieve science degrees is because they often have significantly different learning styles than emphasized by most science courses. Students with a learning style compatible to that of the instructor and course tend to do better and be more motivated than those who don’t. Since many science courses are taught with a similar style, many students are left out. Felder describes five dichotomous dimensions of students’ learning styles that should be addressed: Sensing/intuitive perception. Sensing learners learn best through hands-on experience, facts, and procedures. Intuitive learns learn through abstract ideas, theories and formulas. Most science classes focus exclusively on intuitive style learning. Visual/verbal input. Visual learners prefer images to text and speech, and verbal learners prefer text and speech to images. Traditional lectures and text book reading favor verbal learners. Teachers should try to incorporate visual images whenever possible. Inductive/deductive . Inductive learners tend to see specific cases and generalize to theories. Deductive learners take theories and can then apply them to situations. Traditional science classes present theories first and then explore application, favoring deductive learners. Teachers could encourage both types by beginning topic discussions by presenting interesting phenomenon and asking students to think through explanations. Theories and further examples can then be presented. Active/reflective processing. Active learners learn through doing, through problem-solving and discussion, while reflective learners benefit more from internalization of lectures and demonstrations. Utilizing both discussion and lecture will help to reach both types of students. Sequential/global understanding. Sequential learners gain understanding through a series of small chunks, being quick to gain enough understanding to solve computational homework problems while taking longer to grasp “the big picture.” Global learners may appear slow at solving computation problems since they first must gain an understanding of the broader context. This broader context should be discussed before computational proficiency is expected.STEM instructors need to utilize a variety of teaching strategies to reach all of their students. Teachers should focus on using hands-on experiences, discussion, and visual imagery in addition to traditional lecture. Teachers should also help to motivate theories by first investigating the phenomena which led to their concept and then apply these theories and concepts to the broader framework of the discipline. Htudent retention in the field. The models used are the Myers-Briggs Type Indicator, the Felder-Silverman Model, the Kolb Learning Style Model, and the Herrmann Brain Dominance Instrument. The article gives specific examples relevant to engineering. The author writes that “functioning effectively in any professional capacity requires working well in all learning style modes.” Instruction that goes against students’ preferred modes can discourage them from science fields. Instruction that consistently matches students’ existing preferences can make students less mentally flexible and, ultimately, less professionally capable. According to the Myers-Briggs model, “engineering professors usually orient their courses toward introverts (by [not emphasizing] active class involvement and cooperative learning), intuitors (by focusing on engineering science rather than on design and operations), thinkers (by stressing abstract analysis and neglecting interpersonal considerations), and judgers (by [not] exploring ideas [or] solving problems creatively).” Electrical Engineering Professor Charles Yokomoto of Indiana University-Purdue University at Indianapolis “uses the [Myers-Briggs Type Indicator] as a diagnostic tool” to develop problem-solving strategies to help students who are having academic difficulties. According to the Kolb Learning Style Model, engineering education traditionally uses an abstract, reflective style that involves lecturing. Many students prefer explanation of relevance, applications, and opportunities for practice. Julie Sharp, Associate Professor of Technical Communications and Chemical Engineering at Vanderbilt University, teaches her students to communicate to, and work with, all four learning types through assignments and group projects. The College of Engineering and Technology at Brigham Young University has also begun to train faculty to use the Kolb paradigm. Faculty have enthusiastically accepted the techniques and are applying them in their courses. Since engineering instruction focuses on left-brained, logical, analytical, quantitative, critical thinking (Quadrant A in the Herrmann Brain Dominance Instrument) and the associated detailed methods and procedures (Quadrant B), it neglects to emphasize the right side of the brain- teamwork, communications, creativity, systems thinking, synthesis and design. Edward Lumsdaine and Jennifer Voitle of the University of Toledo studied the HBDI types of engineering students and faculty members. They found a high rate of attrition among right-brain thinkers and attempted to remedy the situation through curriculum reform. The Felder-Silverman learning style model, developed by the author, is quite complex. The author concludes that engineering instruction is “biased towards intuitive, verbal, deductive, reflective and sequential learners. However, relatively few students fall into all of these categories.” The author is developing an Index of Learning Styles (ILS) software that is being used by professors at the University of Western Ontario, the University of Michigan, and the U.S. Military Academy to make changes to their instructional methods. The author made changes to his chemical engineering courses that included presenting applications before theory, using examples and site visits to illustrate concepts, including open-ended questions and creative exercises in homework assignments, and incorporating active and cooperative learning. “To reach all types of learners, a professor should explain the relevance of each new topic… present the basic information and methods associated with the topic… provide applications for practice in the methods… and encourage exploration of applications.” Instructors should also include teamwork, communications, creative problem solving, systems thinking, synthesis, and design. 1. “Teach theoretical material by first presenting phenomena and problems that relate to the theory.” 2. “Balance conceptual information with concrete information.” 3. “Make extensive use of sketches, plots, schematics, vector diagrams, computer graphics and physical demonstrations in addition to oral and written explanations and derivations in lectures and readings.” 4. “To illustrate an abstract concept or problem-solving algorithm, use at least one numerical example to supplement the usual algebraic example.” 5. “Use physical analogies and demonstrations to illustrate the magnitudes of calculated quantities.” 6. “Occasionally give some experimental observations before presenting the general principle, and have the students (preferably working in groups) see how far they can get towards inferring the [principle].” 7. “Provide class time for students to think about the material being presented and for active student participation.” 8. “Encourage or mandate cooperation on homework.” 9. “Demonstrate the logical flow of individual course topics, but also point out connections between the current material and other relevant material in the same course, in other courses in the same discipline, in other disciplines, and in everyday experience.” ues can be beneficial to teaching in STEM. Felder’s goal was to show that increased achievement would occur by repeatedly exposing students to such techniques. Over a five semester series of chemical engineering courses, Felder taught with an emphasis on illustrating concepts through examples and utilizing cooperative (team-based learning). Felder spent most of the 75 minute class periods establishing context for problems and explaining how to approach solutions. He used realistic examples of engineering processes whenever possible, including visits to plants and laboratory experiments. Throughout class he would often have students break into groups of two to four students to work on recalling prior material, responding to questions, or some other form of problem-solving. Techniques such as these actually led to more material being covered in class than traditional lecture provided Felder used handouts extensively and did not explicitly cover every point from the book. Felder’s emphasis on cooperative learning was primarily focused around creating homework teams. Based on scores from previous courses, Felder broke the class up into heterogeneous ability groups. These groups were required to work together on weekly homework problems, with each student taking turns with different roles (“coordinator,” “recorder,” and “checker.”) Changing roles as well as continual encouragement from the instructor helped to ensure that all group members participated. Although some students were at first hostile to the idea of forced group work, by the end of the first semester, the vast majority of students found it very beneficial. Both homework and tests were broken into 80% traditional quantitative problems and 20% conceptual problems (such as “describe this concept “in terms a high school senior could understand”). This breakdown encouraged students to both learn the concepts and learn how to apply them. Speed as a factor for test performance was minimized, with extended blocks of time for test taking as well as tests designed to be completed in less than a regular class period. QValid teaching techniques such as cooperative learning should be used to teach in STEM disciplines. In particular, the source of knowledge should transition away from the instructor and toward the student. Varying types of questions should be used on assignments and tests. Both concrete and abstract information should be emphasized. cs for the chemistry department evaluated in this study showed that women and men were on par in terms of their grades, but women dropped out at a higher rate than men (44.9% v.s. 31.2%). Women also reported spending slightly fewer hours in the laboratory. The author's suspicions that women were being unfairly treated in the department were confirmed by two detailed interviews with Caucasian, American-born women in the program. Their histories were quite different from one another, but both were significantly affected by sexism during their graduate program. "Sally's" parents encouraged her to learn about science from a young age. She was not particularly interested in school and was advised to enter a local college. Sally became very interested in chemistry during college and decided to specialize in environmental issues. She entered graduate school and was immediately faced with a forbidding lab environment over which her advisor exercised little influence. She felt intimidated and was ridiculed by the male students. When she became a senior student, she changed the lab environment to make it less competitive. She also networked with other women in science and used her social support systems to make it through the program. She earned her Ph.D. and was hired by a corporation. "Anne" was always academically confident. She double majored in chemistry and math in college because of her enthusiasm for the subjects. She entered graduate school because of difficulties with the job market, and chose an advisor who she thought would be congenial. However, she found that he was not rigorous with his male students, but scrutinized and often publicly criticized her work. She tried patiently to make it through exams, for which she studied thoroughly; but, no matter what she did, he was not satisfied. She finally left the program without complaining publicly.eAttempt to influence departmental culture and welcome women. Be aware of interpersonal dynamics that may occur in the laboratory. If one of your students is being hard on his female peers, tell him to change his behavior. Include your female students in social and professional networks. Evaluate all your students fairly, regardless of their background. (s he coul  Midwestern university. The biology department had 177 graduate students, 43% of which were women. Nine of the 48 faculty members in the biology department were women. The chemistry department had 186 graduate students, 30% of which were women. There were no female faculty members in the chemistry department. Additionally, six graduate students (1 male, 5 women) who had left the program without completing their degree were interviewed to find out what led to their drop-out decision. Female chemistry graduate students perceived the working environment in the lab and the department as "chilly," governed by "masculine patterns of behavior" and hence, discouraging for their academic advancement. Female students were excluded from informal interactions with their peers and professors in the chemistry department. Faculty members were unfriendly, unhelpful and often rude to female students. Moreover, the social environment in the chemistry department was characterized by the "survival of the fittest" concept; aggressiveness and cut-throat competition was expected from students. Female students indicated that they would have preferred a collaborative environment. Advisors discussed research related issues with male students, while they mostly discussed social issues with female students. They often ignored female students' opinions. Female students mentioned that they did not receive much mentoring from their advisors. They felt helpless and isolated due to the absence of female faculty members who could have been role models for them. The working environment in the biology department was more collaborative and hence more conducive to the academic advancement of female graduate students. Male and female advisors were extremely helpful, supportive, and treated male and female students equally and fairly. In spite of the favorable environment in the biology department, the attrition rate is higher in this department than it is in the chemistry department. This could be because of role conflict and research versus teaching. Role conflict pertains to balancing of familial responsibilities with academic responsibilities. Female students believed that a career in research did not allow them to have families. The female faculty members in the department did not have children. The biology department had made departmental changes to help faculty balance familial responsibilities with career demands, but graduate students were unaware of them. Also, teaching is often the best option for individuals facing role conflict. But teaching is not highly valued relative to research, and students are trained to be researchers rather than teachers. Students in the chemistry department were unaware of role conflict due to the absence of female faculty members and the seniority of male faculty members. Also, most female students in the chemistry department were young and unmarried. Students could enter industry if they faced role conflict during their research career. The biology department, on the other hand, did not have any affiliations with industry and hence, this option was closed to biology students.Make laboratory and departmental environments more collaborative and conducive to the academic advancement of female graduate students. Hire more female faculty members. Allow for faculty to balance family and career responsibilities through departmental changes, and make graduate students aware of these allowances. Combine research with pedagogy. Encourage biology departments to collaborate with industry to expose students to potential careers open to them. d incorporate in his lesson plans in order to include all the students in his class, without being biased towards the "typical student." He wants to make science accessible and interesting to the students in his class. The author reflects on his reading of Science Instruction in the Middle and Secondary Schools by Chiappetta and his own learning experiences to gain insight on inclusive teaching practices. The author provides various examples of inclusive teaching practices that he uses. He decides to modify experiments to accommodate a student who is confined to a wheelchair. He also includes a section on biomechanics and rehabilitation to engage the student's interest. He incorporates the historical significance of African American scientists to address students of color. He decides to use visual aids for the student who can barely speak English and for the student with hearing impairment, so that they can get a better understanding of the concepts presented in class. He asks gifted students to do research on a topic that would be discussed in class. He also includes hands-on experiences and labs to engage students with learning disabilities. Freymuth believes that the creation of interest in science begins within the classroom. By relating science to the lives of students, he believes he can encourage students in pursue science as a career as well as help them make better decisions concerning "their lives and the lives of others." Freymuth does not mention that including multicultural or socially relevant examples, using visual aids and including hands-on experiences can benefit the rest of the class as well as students from underrepresented groups. Challenging the gifted student can also lead to improved learning for her classmates.See extended summary. 7strong commitment from faculty and administration.The number of women students in the Carnegie Mellon's computer science department grew rapidly from 1995 and 1999 as a result of high school interventions, the de-emphasis of the importance of prior programming experience, and advantage being given to students with records of community service. In 2000, The Women@SCS Advisory Council was created to ensure these new female students would feel "at home" in the program and would be willing to stay. Frieze and Blum asserted that the creation of such organizations is dependent upon faculty and institutional support (including funding), a hired program coordinator, having set meetings and elected council leaders, a functional and promoting website, and an emphasis on service. Graduate and undergraduate students who were members of the Women@SCS Advisory Council engaged in both professional and social activities, with graduate students less involved in the social aspects. Some of the events included freshmen orientation, pairing young students with more senior "big sisters," offering small undergraduate research grants, and offering learning sessions for different computer systems such as Unix. The Council also put on a number of events to give back to the department and community. For two consecutive years, a group of graduate students led a workshop with middle school girls "Is There A Robot In Your Future?" In this and other ways, the Council is helping to bolster involvement of current women in science at Cargengie Mellon as well as future generations.Student organizations such as the Women@SCS Advisory Council can help to support the inclusion of underrepresented groups and their continuance in STEM disciplines. The key to these organizations' success is strong commitment from faculty and administration. wChances for community building and technology use are important first steps.?The goals of the seminar were to build a needed community for women in engineering, to provide women with and empower them to use technology, and to increase professional confidence through interaction with students, faculty, available services, and practitioners in the field. The seminar included workshops for women, minority engineering students and transfers. These workshops focused on career skills such as resume writing and time management. Sections for women only were available and focused on technology. Each participant was given an article to read and then present to the class. Every woman in the program was loaned a PDA and completed a number of specific assignments with it. Technology was also emphasized by student presentations about specific technology issues and the class use of an interactive website. The use of technology was positive and one of the most liked features of the program. Although at the end of the program, many women still reported fears about their future, they still felt as if "they weren't alone" as female engineering students.Since many women who begin engineering programs do not finish them, efforts need to be made to disrupt the fears many women have in engineering programs. Chances for community building and technology use are important first steps. ow students learn and inform students of the importance of the course material. They should try to make course material comprehensible through the use of examples, references, previous material and experiences. Revisiting topics and using assessment tools such as quizzes, checklists, and brainstorming can help students retain information. Instructors can demonstrate to students how to organize course material into outlines, flowcharts, concept maps, and diagrams. Instructors can motivate students through positive interactions. The instructor should make clear his or her goals and expectations and be supportive to students. The classroom environment should encourage expression of ideas and questioning. Using a range of instructional strategies such as lectures, discussions, experiential learning, and case studies can address various learning styles. Note-taking during lectures helps students retain material. Discussions facilitate analytical thinking and application of course material. Experiential learning (internships, field work, cooperative learning situations) help students understand real-life problems. Case studies encourage students to revise, recall and apply course material to solve problems. Use of appropriate media for teaching enhances the learning experience of students. Videos can be used to demonstrate a procedure that cannot be demonstrated in class. Instructors should prepare an outline of the video's main points and questions that will allow for critical thinking. Instructors can also use visual aids such as transparencies, models or slides. The authors have many suggestions on how to optimize PowerPoint presentations. Additionally, they include a list of internet-based resources on teaching. The authors recommend that teaching assistants attend workshops and seminars on teaching and educate themselves about effective teaching practices.See extended summary. a. They state that, although women are studying science internationally in increasing numbers, they are not participating in the workforce in increasing levels. Past literature, they write, "assumes that the problem of gender and science arises in the widespread understanding of science as being a largely 'masculine' pursuit." Based on early studies identifying the "scientific personality" as being "politically conservative and authoritarian…inward-focused… [and] low in social interests and skills," educators have turned to application of science to real-world problems in the hopes of interesting women in the field. However, these programs have had mixed results. The authors believe that women are not necessarily "feminine" and men are not necessarily "masculine." Some feminist scholars have written that women cannot succeed in science while perceiving themselves as feminine. Many programs for women in the sciences, the authors say, have taken an essentialist approach to gender, unintentionally reinforcing girls' sense of science as disconnected from the feminine. The study consisted of a series of psychologically oriented interviews with a sample of successful women scientists, conducted in a three-stage process. The interviews were interpreted on both a surface and an unconscious level, using a "reading between the lines" technique based on the work of philosopher and psychoanalyst Luce Irigaray. The authors explored the "relationship between the internal constructions [of their subjects] as women, and their ability to fully participate in science." The scientists who participated in the interviews saw "science as powerful knowledge." Some even described it as a means of "certainty" or "escape" during difficult times. Many saw science as "analytical," "individualistic," and even anti-feminine. They tended to keep their personal and professional lives separate. This, in addition to the social isolation, led to a sense of disconnection among many of the respondents. They expressed a desire for connection within science and a desire for power and control. They were action-oriented and expressed scientific curiosity. Many of the women described being more similar to their fathers than their mothers, and seeing their mothers' lives (as homemakers) as being "limited." (Most of the women's fathers worked in technical professions.) In conclusion, the paper questions whether science is considered masculine because it is power-oriented, or vice versa. This report is of interest because it portrays clearly "what it takes" for some women to succeed in the sciences and the compromises that they make.Encourage assertive women in your classes to pursue the sciences. Assist women in connecting their science careers with their personal lives and interests. Give women in the sciences opportunities for leadership, professional advancement and social interaction. / possible.13729947"Girls and women currently have a very limited voice and place in the tech-savvy world." To this end, Gilbert, Bravo and Kearney conducted experimental studies in consecutive years at a middle school around an intervention designed to reduce the barriers between girls and computers. The intervention was focused at both teachers and students. Students participated in two role plays (interactive skits) and two collaborative group activities The skits allowed students to take on the role of a project leader or a girl joining a group of all boys (and vice-versa). Activity 1 let students debate true-false questions about gender stereotypes. Activity 2 let female students lead a design team focused on creating the layout for a homepage. The teacher intervention involved their observation of trial skits prior to the class experience and participation in two 2-hour seminars on gender issues and education. Gilbert, Bravo, and Kearney found somewhat significant results suggesting that the intervention encouraged future computer use for girls and more balanced views of gendered computer expertise. The authors concluded that girls' lack of computer use was more the result of them not seeing themselves as computer users as opposed to any lack of computer skills.Misconceptions and gender stereotypes that both girls and boys hold regarding women and technology need to be confronted and changed. University programs that educate teachers and students about what stereotypes exist should be done, targeting children as early as possible. 0nstrate concepts using real machines whenever possible.13729716nIn an attempt to discover what departmental changes would benefit female undergraduates, the authors administered evaluation surveys to female technology majors participating in a required introductory course. The authors also surveyed alumnae of the program. However, most of the alumnae had not taken the introductory course, so their responses were of limited value. The women in the survey sample were mostly of typical college age (under 23), with little to no experience in engineering work environments. They expressed enthusiasm for technical topics, hands-on exercises, design and active learning. However, their mechanical experience was limited. The students reported that the course examples assumed that they had the basic knowledge that comes from regular machine use and repair. The women had to work harder to understand the examples because of their unfamiliarity with the material. They noted that it was easier to understand electronics than hydraulics. Although the instructors treated the female students with respect and were inclusive, several students mentioned that it was challenging to "prove themselves" to their male peers. However, their peers became more accepting as the course progressed. As a result of the responses from the survey, the department has assembled a female advisory board and is offering workshops to introduce girls to engineering.zOffer girls and women opportunities for hands-on participation in the sciences. Don't assume that the women in your classes are already familiar with basic concepts (such as the real size of a "2 x 4"). Use examples that are relevant to women's everyday lives as well as the standard examples (pistons, rockets, etc.). Demonstrate concepts using real machines whenever possible. discussed the value of “an ethics of [social] responsibility.” The instructors used a theoretical framework that drew on feminist, post-colonial, and LGBT perspectives. They also discussed the experiences of indigenous First Nations educators in Canada and their attempts to introduce their cultural values and world view into the curriculum. The course was highly interactive. Students gave presentations, played games in which they took on various cultural roles, engaged in dialogic lectures, and took part in “circular response” during the class. The instructors discussed the interpersonal dynamics which took place during the workshop. They described their own discomfort in sharing their personal backgrounds with the class and their concern about being “defined” by their perceived identity by the students. They also discussed their efforts to empower themselves in a marginalizing society. 10282329C“[Discussion of diversity is]… difficult work, with few clear-cut answers.” However, such discussion can aid in students’ personal and professional development. In this workshop, the “students left with a much deeper understanding and a greater respect for the complexities of dealing with issues of culture...” ed on combinations of four attributes: 1. Extroversion (action) versus Introversion (reflection), 2. Intuition (abstract thinking) versus Sensory perception (concrete/factual thinking), 3. Thinking (facts-based decision making) versus Feeling (values-based decision making), and 4. Judging (preferring decisions) versus Perceiving (preferring open-ended options). For more information on the personality types, please refer to Keirsey's taxonomy (1998). This study examined the performance of 999 students in freshman chemistry. These students had a wide variety of majors, ranging from Engineering to English. The students' grades and withdrawal rates were pooled based on gender and personality type. The authors note that students with the combination of "Sensing and Feeling" usually opt out of chemistry. They base this conclusion on a comparison between the profiles of the chemistry students and that of the general population. This result was statistically significant across genders. There were interesting correlations between personality type and academic performance. Women who were "Intuitive, Thinking and Judging"- logical, organized and determined- were more likely to study chemistry than other women were and were also likely to perform well. For both genders, people with a logical (T) orientation were more likely to study chemistry than people with a values (F) orientation. Men who were "Sensing, Thinking and Perceiving" and highly detail- oriented did poorly in chemistry. Students with a flexible (P) decision making style did more poorly than students who were decisive (J). Because of the statistical distribution of women among the sub-types, women face a disadvantage in chemistry. The article takes no position as to whether cultural change is needed or whether the "Introverted, Intuitive, Thinking, Perceiving" nature of chemistry is simply part of the academic landscape. Since women tend to make values-based decisions (F) more often than men, women may be uninterested in studying fields that they perceive to be less value-oriented. However, women who are logically oriented and determined can be quite successful in freshman chemistry. None given. dusive learning environment.This study, conducted at the University of Oklahoma (OU), noted an increase in the number of female faculty members in the Industrial Engineering (IE) Department. IE classes had more female students than any other core engineering classes on campus. These classes had an active, hands-on learning environment which incorporated study groups. Also, faculty members encouraged students to participate in research activities on campus. Faculty members interacted with students during and after office hours. Female students indicated that they liked the practical application, the management potential and the people-oriented aspect of industrial engineering. The 11 female students who participated in this study received guidance from their mothers (rather than their fathers) on their undergraduate education. They had comparatively less exposure to computers than their male peers. Students did not feel discriminated against by faculty members and the IE department on the basis of their gender. However, female students did sense some prejudice on the part of their male peers. One female student indicated that, in spite of earning a high GPA, she felt that she had to constantly prove herself. Male students stated that female students were attracted to IE because it is a "softer" science.0Provide students opportunities for hands-on experiences through research projects, internships, co-ops etc. Help students, especially female undergraduates, with career planning. Recognize any form of sexism or discrimination among students so that students can have an inclusive learning environment.  paths for women.The manuscript presents the results of a series of interviews conducted among members of several Departments of Science and Engineering in attendance at the 1997 Grace Hopper Women in Computing Conference. The purpose of the study was to identify those practices deemed successful for attracting and retaining female graduate students. The central issue of the conference was the "shrinking pipeline" phenomenon - the attrition which occurs as women progress toward advanced degrees. Not only do women earn proportionally substantially fewer B.S. degrees in Computer Science than men, but they earn proportionally even fewer master's degrees and still fewer doctoral degrees. This leads to a substantial underrepresentation of women in the field, causing both a shortage of qualified professionals overall and the exclusion of women from participating in designing systems and products. Successful practices are those that address the needs of female graduate students in a holistic manner. Recommended practices target academic, financial and social needs. The listed activities also emphasize the need for faculty to be aware of learning styles, the need to discuss career paths, and the need to connect female graduate students with role models in high-level administrative and faculty positions.eBe aware of differences in learning styles and provide a clear description of career paths for women.Uthe program intended to bolster the retention rates of female students. The program was partially successful. In the sciences, where the dropout/change rate was higher, women were more likely to remain in their major, or at least, in a science field. However, in engineering, the program did not have a strong effect. The engineering retention rate was already 82.5%, as compared to science retention, which was only 53.9%. This may be because women who study engineering are more determined to remain in their field, or it may be because they are not allowed to take many electives. Also, at this university, there were more institutional supports for women in engineering than women in the sciences. Students of color, other than Asian students, did not appear to benefit from the program. The authors suggest that there may be other factors at work, such as classroom and departmental climate, which overshadow any social support received outside the classroom. It is also possible that these students did not receive as much social support through this program as the White and Asian students did. Their retention in science (45.5%) and engineering (71.4%) was much lower than that of White and Asian students (77.3% in science and 87.0% in engineering).eBe aware of differences in learning styles and provide a clear description of career paths for women.m.8The author proposes an alternative explanation for the difficulties faced by women in science and engineering, based on discourse theory. She studied the conversations that take place about women in engineering among faculty, students, and administrative staff at a technical college in the UK. Her research led her to conclude that both men and women in engineering and administration actively resist challenging the norms of society. They believe that men are naturally aggressive and technically oriented, while women are more socially adept and should preserve their femininity. While most women supported equal rights and opposed job discrimination, they also were reluctant to affiliate themselves with the feminist movement, which they considered overly radical. Both men and women saw female engineers as exceptional or unusual. This made it difficult for male professors to accept mediocre performance from their female students. However, male students were hostile to their female peers when they excelled. In general, men in technical fields were protective and paternal towards women engineers unless they felt threatened by them, in which case they became unfriendly and demeaning. The author specifically states that both women and men are afraid of women who are overly assertive or unfeminine. Women in technical fields go to greater lengths to prove their femininity, and men expect that women- even female engineers- will remain somewhat deferential to them. These actions and assumptions are rooted in people's discomfort with the violation of traditional gender roles.IExamine your preconceptions about gender and be willing to question them. hese beliefs, gender, and choice of major, the authors surveyed 238 undergraduates at the University of California, San Diego, 142 of whom were enrolled in engineering. The predominant ethnicities were White (~50% in all fields) and Asian (38% in engineering, ~23% in other fields). Both male and female engineering students were equally likely to believe that intelligence was innate (~50%). However, female engineering students were much more likely than males to believe that engineering aptitude was a fixed quality (72% vs. 46%). Of the female engineering students who reported dropping a course when they faced difficulty, 100% believed that engineering aptitude was innate. In contrast, male students dropped courses without regard to whether they thought engineering talent was innate. Female engineering students were ~25% more likely than males to believe that women were treated differently in the classroom. In all other majors- social science, other sciences, and humanities- very few students reported gender bias. Comments from the students in engineering revealed a profound disconnect between women's and men's perspectives. Men reported that they thought women were treated with higher consideration and more attention, while women perceived lower expectations and even "intimidation." Many male engineering students appeared to resent this "special" treatment, but some agreed with the women's perspectives. Men in general were more likely to place a high value on societal and financial success than women. However, men in engineering were more likely to be intrinsically interested in their coursework than women in engineering were. The reverse was true for students in non-engineering fields, where women reported more satisfaction. This may be related to the way engineering material is presented in the classroom.Emphasize to all students that "intelligence" is not a fixed quality, but one that develops over time. Encourage female students not to give up if they don't immediately get an "A" or instantly understand the solution to a problem. Problem-solving skills are important in the job market. Create discussion groups for female students in which they can share solutions to interpersonal problems. Teach with an emphasis on mastery rather than competition (e.g. grading on a curve). Explain to female students how to deal with technical intimidation and other problems that they may face. Teach male engineering students to understand women's perspectives. Encourage girls to take an interest in the way things work. Srticle gives four principles of diversity, discusses the culture of the physical science field, encourages professors to discuss diversity in the classroom, and provides several exercises to initiate respectful conversation among students. The author discusses four basic concepts relating to diversity. 1. “We all have unearned privileges.” She describes her own privilege as a black woman feeling comfortable visiting all-black neighborhoods. She notes that unearned privilege “is most visible to those who do not have it.” 2. “Engaging diversity requires honest expression.” “Honesty is hard, and sometimes it isn’t pretty,” Hodari writes. But, she states, “being an advocate for change means that you must comfort the afflicted and sometimes you must afflict the comfortable (Smiley, 2003).” Honest communication can clear up misperceptions. However, it is essential to undertake this type of communication in an environment in which everyone’s ideas are valued and everyone feels free to speak. Another essential ground rule is that everyone must be willing to change their minds as they listen to others speak. If the instructor admits fallibility, this facilitates the process. 3. “Diversity comes in many forms.” Hodari names intellectual, analytic and socioeconomic diversity as examples of facets of diversity which are not always appreciated. She recommends that scientists be open to the world views of non-Western cultures. 4. “Diversity is already in our classrooms.” “Our students are not blank slates,” Hodari emphasizes. Rather than trying to change students, she writes, “We must find ways to make the science that we love accessible to the people who they are.” She gives the example of using a baseball versus a cannon ball in a physics problem. Hodari proposes two exercises, a “jigsaw exercise” designed to bring students with differing perspectives to consensus, and a “shoe exchange” activity in which students imagine that they are in someone else’s life situation. She also suggests that, after these introductory exercises, students can write their own ethnic autobiography. She recommends contextualizing the activities to make them appropriate to science courses. The essay ends with encouragement to connect with colleagues, seek out resources, make use of existing curricula, and review diversity reference literature (Editor’s note: such as that included on the Diversity Institute web site). She recognizes that engaging with diversity issues may feel “messy” to science professionals who are used to quantitative problem solving. However, she maintains that “we cannot let [fear] stop us.”Discuss diversity honestly with students, since the issue already exists in the classroom. Value new perspectives. Examine “the content of the science [you] teach” in the context of a multicultural student population. Use applications that are relevant to students’ lives. “Seek allies among your colleagues” and diversity personnel on your campus. Use the diversity exercises given in the article when you introduce the topic to your students. the interpersonal dynamics that female students experience with male faculty and peers, and 2) the gender-exclusive nature of the curriculum. Specific contributing factors include: 1) gender-biased instructors, 2) sexual harassment, 3) discrimination, 4) exclusion from study and work groups, 5) resentment towards high-achieving female students, and 6) perceived lesser importance of the academic and career goals of female students. Such studies suggest correction of this scenario by creating a gender-inclusive curriculum, increasing the number of female faculty within STEM fields, using female guest speakers and "support[ing] female peer and professional mentoring initiatives." The results of this study indicate the following: 1. Female SMT students reported lower course confidence relative to male students. Course confidence levels among female students were not significantly affected by the gender of the instructor. 2. Fewer female students than males reported that their instructors knew them by name and respected them, that their instructors had a gender-inclusive curriculum, and that their male peers respected them. 3. Instructors stated that they favored neither male nor female students. 4. Female SMT majors with male instructors reported the least favorable classroom experience, while male SMT majors with male instructors reported the most favorable classroom experience. 5. Perceived respect from instructors was positively related to course confidence among both male and female students. 6. Perceived personal recognition from female instructors was positively related to course confidence among female students. 7. Course confidence was positively related to academic achievement among male students with male instructors. The female students' perception of unfavorable gender interaction in the classroom is significant. This perception can impact female students' academic behavior, academic achievement and self-concept. Since perceived respect from instructors affects course confidence for both men and women, it is recommended that instructors convey respect for all students. Female instructors should also attempt to personally recognize their female students. Further research is required to examine what specific behaviors are perceived by female and male STEM students as respectful. Further exploratory research is necessary, since the gender interaction model tested in this study could not effectively predict course confidence among female students with male instructors. The authors suggest that a longitudinal study of students enrolled in STEM fields would help to identify the correlation between gender interaction within the classroom, persistence in STEM fields, course confidence, and academic achievement.6Instill course confidence among students by effectively communicating respect to all students, creating a gender-inclusive curriculum, recognizing students' academic skills, and encouraging them towards academic achievement. It is also important to avoid favoring certain students over others in the classroom.  le summarizes previous research [on] teacher communication patterns related to student race and student [gender] and presents the findings of a study which examined the differences in teachers’ verbal feedback statements to black and white and to male and female students... Observational data were obtained from 67 classrooms in 10 schools in 4 school systems.” “The researcher found that black students received more negative behavioral feedback and more positive-negative feedback than did white students. Females received significantly less total communication, less praise, less negative behavior feedback, less neutral procedure feedback, and less nonacademic feedback. The white female... received significantly less total communication than the other three race/[gender] groups... [and] less neutral behavioral feedback and less academic feedback than did white males.” This article reviews the existing literature on teacher communication as related to the race and gender of their students. The author believes that the literature lacks “internal coherence” and uses “idiosyncratic methodologies” to study both race and gender. However, the literature frequently suggested the existence of race- and gender-based discrepancies in teacher behavior. The existing literature addressing race, in general, reported that black pupils received more negative academic and behavioral feedback. One experimental study showed that teachers gave gifted white students the most praise while they gave gifted black students the most criticism. The overall patterns that emerged from the previous work were that “teachers, particularly white teachers, had more negative... beliefs about black children than about white children regarding... potential for success in college, initial impression, deviant behavior, [and] ability...” The studies of gender bias observed that teachers both criticize boys and interact with them more than they do with girls. Teachers believe girls to be better-behaved than boys. The author cites the “Pygmalion effect”, in which students begin to perform according to their teachers’ expectations. The author performed a large-scale study of race and gender effects on teacher communication. The majority of the teachers were white (61/67), and almost all of them were female. The classes were small (approximately 21 students), and included metropolitan and rural classrooms. The trained observers who participated in the study were racially diverse, and their agreement coefficient ranged from 0.80 to 1.0. Although there were many black students in the total sample, the author does not address the degree of integration of the individual classrooms. “Females received significantly less total communication, less praise, less negative behavior feedback, less neutral procedure feedback, and less non-academic feedback. [This] data... illustrates the salience of boys in the classroom... The prominent and conspicuous status of males in the classroom is reflective of their sex role socialization. Brophy and Good (1974) speculate that high-achieving males assert themselves by dominating class discussions...[while] low-achieving males misbehave and challenge the teacher...” White females received significantly less total communication. “This finding suggests that white females are more unobtrusive in the classroom than black females, and possibly have been subjected to... more traditional [gender] role socialization... Because white females are more likely to be on-task and manageable, they receive... indifference, even neglect...” which may be related to subsequent low self-esteem in the classroom and in adult life. Black students received more behavioral feedback, as well as mixed positive-negative feedback, which may confuse them or lead them to feel that the teacher is not being honest. The author observes that, according to Adams and Lavoie (1974), “a child who a teacher perceives as not conforming to behavioral expectations is viewed as having less potential and lower ability.” She believes that cultural differences inhibit communication between white teachers and black students, “who have been described by researchers (Hale, 1982; Shade, 1982) as being more... expressive, active, spontaneous, creative, and... relational” than white students. She notes that white teachers consider white students more “mature”, compared to black students, than black teachers do. 0022-0671Make an effort to communicate with white female students, who may do their work quietly and ask fewer questions. Give white females non-academic feedback and encourage them to be assertive. Do not allow white male students who demand attention to dominate the classroom. Adapt your teaching style to include the needs of kinesthetic and relational learners. If you are a white teacher working with black students, learn to understand the culture, and examine your perceptions of what a “successful student” looks like. Note: This study took place in a K-12 environment; behavioral norms change by the time students are in college. lists the pitfalls of a large lecture format, which highlights the benefits of the alternative course design over the traditional course design. Small focus groups were formed with a random sample of students enrolled in general chemistry to understand how students learn in the traditional chemistry classroom. The web site documents students' poor study habits in the traditional chemistry class. Students did not feel encouraged to keep up with readings for lecture or ask questions, feel responsible for what happens in class or feel compelled to develop their problem solving skills. Other limitations of the large lecture format include that students take notes without thinking deeply about the course material. Sometimes, the instructor cannot assess students' understanding of the material, but continues to teach regardless of how much the students might have understood. Professor Jacobs presents the alternative general chemistry course and compares its effectiveness to a traditional general chemistry course vis-à-vis student understanding, student persistence in chemistry, and grades. He used "concept tests" in his 250-student classroom in which students paired off to discuss conceptual questions. The website has links to examples of chemistry concept tests used by the University of Wisconsin-Madison and Carnegie Mellon University. The website contains video clips of students of cooperative learning which demonstrate how students' understanding of course material increases through small group interaction. The videos show the crucial role of the TA in "establishing an environment where cooperative learning is effective and enjoyable." They demonstrate TA-student and student-student interactions that are beneficial to learning. "At-Risk" students are those students who have a greater probability of "dropping out of the general chemistry course and are not going on to advanced chemistry courses." Since the introduction of the alternative general chemistry course, "50% more of at-risk students majored in some science degree than in prior years" and 50% more of them were retained in sophomore-level organic chemistry and biology courses. The at-risk students' grades, self-confidence, conceptual understanding, interest in chemistry and problem solving skills increased.Use cooperative learning to foster student knowledge and engagement. Encourage students to discuss concepts with each other. Train TAs to create positive and collaborative interpersonal dynamics. dal enterprises and relationships.” If professors humanize and demystify the scientific process, students will feel more comfortable thinking critically about science and will therefore become more creative scientists and citizens. “Neutral teaching,” she says, can actually make courses less accessible. When a teacher sees himself or herself “as [a] coach rather than as a filter of the fit and unfit,” the author states, science courses will become less intimidating. The author recommends applying these principles by taking the following steps: 1. “Teach[ing] the history of the field.” 2. Presenting students with role models to expand their concept of engineering. 3. Discussing ethical, political, and social issues in the context of technology. 4. Including students who have non-traditional learning styles. 1) Initiate discussion of historical and current cultural, economic, ethical and legal issues in engineering. 2) Provide engineering students with diverse role models. 3) Encourage students to understand their own learning styles (Kolb, HBDI or MBTI) and their professional significance. +neering Mathematics Teaching Collaborative learning Academic achievement Active learningMay 2000Kvam taught an introductory engineering statistics course in alternative ways in consecutive semesters, using active and cooperative learning methods and using traditional lecture. He discusses the pros and cons of using the active learning technique.Kvam found that the active learning class required more work from the professor than traditional lecture, especially the first time it was taught. The students appeared to enjoy the active learning class more but also reported lower teacher ratings. The “lower half” of the active learning class benefited the most while the highest achieving students sometimes did not appreciate group work because “they had to carry most of the load.” The active learning class learned from failure, trying an experiment and seeing that it wouldn’t work, as opposed to simply being told what to do. In general, given the small sample, Kvam did not find any statistically significant differences between his two courses. He suggests that a larger sample would likely find long term retention of information benefits from active learning methods for average students and lower-performers. AIf teachers are willing to make the effort, active learning can be a useful technique to teach students who otherwise might not have learned very much. It also allows a teacher to get to know students better and perhaps propel their interest in a subject so that they will pursue advanced coursework and graduate school. olicy initiatives and intervention efforts have yielded very little progress in improving African-American underrepresentation in sciences and technology. He finds that most research tends to rely on folk insight rather than on sound empirical evidence. Seeking to fill this void, the author conducted a comprehensive review of the literature. The selection criteria included: 1) empirically-based studies, 2) publication in a refereed journal, 3) African American topic, 4) a focus on science and science-related careers, and 5) recent publication (1990 or later). Only 5 out of 157 articles identified met the selection criteria. The literature identifies several six main factors contributing to underrepresentation of African American in science. These include: 1) students' lower levels of confidence in their abilities in science; 2) fewer math and science courses taken; 3) lowered students' self-image as scientists; 4) poor academic preparation; 5) lack of role-models; and 6) perception of limited career opportunities. Lewis extensively discusses his conclusions by noting the following five features of the extant literature. The most striking of them is the lack of sound empirical research on the topic. Most of the material is made up manuscripts reporting intervention programs, stating positions, or providing descriptive statistics. The second striking feature is the preponderance of research on poorly defined factors found to correlate with student's career decisions (e.g. choice of major, having positive attitudes about oneself as a scientist). The third striking factor is the implicit assumption that underrepresentation in STEM is due to deficiencies in the life histories of African Americans. This appears to lead to oversimplification and an unsupported view of correlations as causation. The fourth factor is the assumption that underrepresentation of African Americans in science is a result of students' choices, masking the fact that science career attainment is a social process and that desire of an aspirant is only one factor in this process. A fifth finding of the literature is that there is no determined link between student career decisions and race or ethnicity. The author acknowledges that it is a cliché to suggest that "More research is needed," but he argues that of greater importance is the need for a protracted research agenda aimed at gaining a greater depth of understanding of the intricacies of underrepresentation. cts of teacher gender and gender-related beliefs on mathematics education. He begins by stating that it is important to transmit "appreciation of the beauty of mathematics" (Fennema, 1990) to women, since mathematics is culturally important. The author proposes a graphical model which describes the following causal relationships: teacher gender affects teacher beliefs, both of which affect a circle of the following factors (all of which influence each other): student beliefs, student behavior, student achievement, and teacher behavior. This framework suggests possible observational goals for further research. The research summarized in this paper shows that mathematics teachers in the U.S., while grading fairly on a gender basis and believing that their gender does not influence their teaching, continue to hold much higher expectations for male students. Teachers tend to interact more with male than female students and to consider male students superior in "ability.. more competitive, more logical, more adventurous... enjoy[ing] mathematics more and more independent in mathematics." Female students observed that "the teacher appeared to believe that mathematical problem solving was not for them." Students in a Nigerian study preferred teachers of their same gender. In the U.S., students tend to rate teachers who are of their same gender more highly. (This factor is not considered in typical evaluation of college-level instructors.) In general, male and female teachers appear to be similar in skill level and to hold similar beliefs about mathematics. The only differences that the author notes is that female teachers tend to use active and collaborative learning methods, as well as discussion, more often, and to give praise and other "indirect" instruction (expanding upon student points and acceptance) more than male teachers do. The author recommends further qualitative research, more research into "gender differences of teachers'... beliefs about the content", and further exploration of "the relationship between the gender differences of teachers' beliefs and the gender differences in their decisions and classroom instructions."1Examine any societally-created expectations that you may hold about your students' skills in math based on their gender. Observe your treatment of students in the classroom. Remember not to steer women away from math-related careers. Try to view students based on who they are, not who you think they are. . purpose of the collaboration between the Women in Engineering director and the assessment professional was to develop "exportable, valid, and reliable quantitative assessment tools" for other Women in Engineering directors and to educate them on the benefits and methods of assessment. The authors have conducted literature reviews and are working together with other programs to assess their needs and benchmark their activities. They have pilot-tested five assessment instruments, are studying the long-term effects on students of participating in Women in Engineering programs, and are developing documentation and a web site. Collaborations of this type are important because the staff of Women in Engineering programs tends to be fragmented, and the directors are often balancing multiple duties. This fragmentation of responsibilities makes it difficult to achieve "continuity and comprehensiveness in activity execution and follow-up." Undergraduate retention programs for women are usually "aimed at supporting students and helping them develop [professional] skills." Women in Engineering Directors may engage in "recruitment and retention programming," counsel students, write proposals for funding, and interface with the rest of the university community. The assessment professional must collaborate closely with the director in order to "determine the goals, objectives, and outcomes of the intervention that is to be assessed, [develop] assessment tools" or seek out existing ones, implement the finalized instruments, report the data, and assist with data interpretation and making recommendations. For the assessment process to be successful, it is essential for the assessment professional to have regular meetings with the director, as well as access to other key personnel and stakeholders. The assessment instruments developed by the team reflect a combination of measures of objectives (suggested by the assessment professional) and measures of student program satisfaction (traditionally used in the field). Feedback from a thoroughly executed assessment of a summer program for high school girls allowed the director to substantially reorganize the program so that it began to meet its objectives. Initially, the students enjoyed the program but did not follow through on applying to the university. A time analysis of student activities showed that they were spending very little time actually learning about science and engineering. The program was subsequently refocused on hands-on experiences, and peripheral activities were eliminated. This allowed the Women in Engineering program to conserve its resources. The authors conclude that without the assistance of assessment professionals, Women in Engineering programs may not fully achieve their goals or use their time and energy efficiently. With the combination of the assessment professional's analytical skills and the Women in Engineering director's cultural knowledge and "subject matter expertise," programs can create "outcomes that are more than the sum of their parts." Effective multidisciplinary programs are also more likely to attract funding.:This article is primarily geared towards directors of programs for women and other underrepresented groups in the sciences. The authors recommend developing a partnership with an assessment professional in order to conserve financial and human resources, attract funding, and enhance the effectiveness o has since been expanded to include students of all ethnicities. The paper begins by describing the roadblocks to success that face talented young African American students in the sciences. Gatekeeper courses often discourage bright students. Financial need requires many students to work off-campus, jeopardizing their opportunities to study. However, financial support alone is not sufficient to ensure student success. Students are also discouraged by “academic and cultural isolation,” lack of peer support for their success, “perceived and actual discrimination,” and stereotypes. The Meyerhoff Program seeks to address academic factors as well as social and financial ones by encouraging the development of strong study habits, time management skills, problem-solving ability and resourcefulness among its students. The program includes the following 14 components: Financial Aid, Recruitment, an introductory Summer Bridge Program, Study Groups, Program Values (community service and high achievement), a close-knit Program Community, Personal Advising, Tutoring, Research Internships, and Faculty Involvement. The study compared Meyerhoff students to students who had declined the scholarship and chosen to attend other institutions, as well as to a group of African American students who had attended the university before the initiation of the program. The comparison took into account demographics, academic background, freshman year coursework, final major, major and overall GPA, and student perceptions of the program (based on interviews and questionnaires). The Meyerhoff students were dramatically more successful than their historical or contemporary counterparts. They were nearly twice as likely as the contemporary sample to graduate in science, engineering or mathematics (SEM). They were also more likely to stay in SEM majors than their Asian and Caucasian peers. Their GPAs within their major were significantly higher than those of the contemporary sample, comparable to the GPAs of their Asian peers, and higher than those of their Caucasian peers. However, the overall GPAs of the two groups (Meyerhoff and contemporary) were comparable. This suggests that the impact of the Meyerhoff program is field-specific. The Meyerhoff program students were also much more likely to attend graduate school. Students stated that the social support was crucial to their success and that they appreciated the financial aid. However, they did mention that the program visibility gave them a sense of being under pressure. Faculty said that the program had raised expectations of African American students, but also created hierarchies in the student body. Some faculty wished that other students could receive such extensive support. NFollow the example of the Meyerhoff Program in providing students from underrepresented groups with academic mentoring, strong social networks, encouragement to attend graduate school, and access to scholarships and internships. In fact, many of these support systems are important for students of all ethnicities and academic levels. %.chnology, Science, Math and Research Training) was created to prepare female high school students for competitive SMET careers. The program focuses on four major areas: 1) career orientation: commitment to SMET as a career, reasons for pursuing SMET as a career, and opportunity to pursue a SMET career; 2) knowledge: courses completed, achievement, and hands-on activities; 3) academic and social support: diversity initiatives, role models, cooperative learning, and peer counseling; and 4) self-concept: competence and peer competition. The career orientation workshop focused on gender-equity issues, college preparation and programs, and financial aid and scholarship opportunities. The program also included math, science, and computer hands-on activities to promote self-confidence, enthusiasm, and good problem-solving skills. Parents, teachers, program coordinators, SMET professionals, college mentors, and other professionals provided academic and social support. The coordinators studied multicultural career and personal counseling. Successful female professionals conducted the workshops. Participants' self-confidence improved through the positive academic and social network and through a constant emphasis on competence and group work, which prevents possible "solo" or "token" effects (unrealistically high or low expectations of a minority member due to their status). 97% of participants rated the program as very supportive of females in SMET disciplines. The GET SMART workshop gave insight into potential problems the female students might face while pursuing a career in a SMET field, created engaging and meaningful activities for the students to perform, used cooperative learning to build students' social and academic networks, and provided peer tutoring. Some problems that were identified were: an inability to maintain academic and social networks due to age and distance; male peers' lack of understanding of the importance of female representation; poor educational preparation, which could be helped through earlier intervention; and social, emotional, or economic problems that prevented students from succeeding.Professors should encourage students in class, discuss gender-equity issues, and provide information about financial aid and scholarship opportunities. Describing SMET career opportunities is also important and can be enhanced by bringing in guest speakers (especially successful women). By speaking of personal motivations or important experiences that have led to his or her interest in SMET, an instructor can interest students in SMET careers. To increase technical knowledge, the curriculum should emphasize real world, hands-on activities which promote students' self-confidence, enthusiasm, and problem-solving skills (see Table 3). Encourage collaborative work and study groups to help students develop peer networks, which are valuable to academic survival. Aid student confidence, growth and achievement by being aware of those who are struggling and being open and accessible to students who need help. Learn to be a role model for students and appropriately deal with the emotional, social, and economic issues which students may face through mentoring and counseling programs. Support diversity initiatives, create peer competition, provide encouragement, treat all students equitably, and emphasize the competence and potential ability of students. Discuss diversity with all students, because lack of male peer support hinders female achievement. If the instructor states that diversity is important, then students will take diversity mor .hat feminist analysis needs to be added to the study of science (and science to feminism studies). A feminist science curriculum does not just mean a focus on gender inequality. It is a view of science as a creation of particular cultures and not as an unbiased set of facts. When knowledge is viewed as created and not discovered, it becomes clear that this creation is most certainly influenced by the dominant group to the exclusion of other perspectives. The authors contend that science education often lacks any cultural perspective. As a first step to altering this paradigm, several courses were implemented into a university science curriculum. In particular, Earth Systems: A Feminist Approach was an introductory course designed for students from a variety of disciplines. The class first includes self reflection about water, where it comes from and why it is important. Expanding this idea to a geological context, the course examines how science and social hydrological practices interact. A combination of readings, videos, and discussions help students to view science practices not merely in the abstract but grounded in their socio-cultural influences. Mayberry and Welling argue that to fully achieve an integration of these practices into science education, courses need to be designed that 1) drop course specific content and embrace content from many different areas 2) focus on how nature, science, culture, and scientific practices interact. 3) let all students actively and critically examine methods of scientific investigation 4) nurture greater understandings of how science is used from political, social, and economic perspectives 5) help students create a conscious effort of applying learning to social actions.The lack of feminist analysis in science should be addressed by integrating such subject matter into specific science courses. Students should have the opportunity to view knowledge as something created rather than discovered and view science in the context of how it affects M.This article disputes the claim that women are intrinsically less interested in technical problem solving than men are. The authors mention that women are increasing their participation in higher education and in medicine and law, but not in engineering and computer science. The authors developed a CD-ROM case study based on an example of decisions being made in a power plant. The case study was not altered to make it more "female-inclusive," but was made with photographs of the actual people who worked in the plant. The case study exercises included technical problem solving, project management, and development and analysis of alternative solutions. The results of the study show that "cognitive skills improvement" did not correlate with gender. However, female students' perception of their own technical abilities improved dramatically. Female students were most enthusiastic about the multimedia learning process, although male students also expressed satisfaction. The female students reported that the exercise was challenging and that they enjoyed learning from others. Interactive exercises such as these can effectively develop female students' self-confidence and enjoyment of the technical curriculum. Many of the female students said that they could envision themselves as engineers after doing the exercise.Rather than relying on "PowerPoint presentations" for effective teaching, involve your students in active learning. Female engineering students value exposure to the problem solving process as well as group discussion. These nontraditional methods are also beneficial for maleamong females..The PROMISE course, offered at University of Nevada - Las Vegas in Fall 1997, was designed to retain underrepresented students in earth sciences. Grounded in female pedagogy, PROMISE sought to increase classroom participation, interest in earth sciences and acquisition of knowledge of geosciences. The study's basic tenet was that women's cognitive and affective skills could be strengthened the most when the culture of the classroom fosters the "application of knowledge to social action." The syllabi of the two courses were compared and were found to differ in certain cognitive aspects. The key differences were: a) More field time for students enrolled in the PROMISE course b) In-depth discussion of the "historical development of the theory of plate tectonics in more depth" in the PROMISE course, while the traditional course had an in-depth discussion of the "hydrologic cycle and the identification of rocks and minerals." Both the courses had similar high attrition rates. The PROMISE course had an attrition rate of 27% while the traditional geoscience course had an attrition rate of 33%. The authors created "pre- and post course attitudinal questionnaires" for evaluation purposes. They compared the level of students' confidence, classroom participation, and students' interest in the PROMISE course and compared it with the traditional geoscience course to assess the effectiveness of the PROMISE course. The results of the study indicated that there was an increased interest in geoscience among PROMISE students. Students taking the traditional geoscience course had a decreased interest in geoscience at the end of the course; this was true for both male and female students. Also, there was increased classroom participation in the PROMISE course, while no increase in classroom participation was observed in the traditional geoscience course. Furthermore, PROMISE students had greater changes in their praxis ("applying knowledge to social transformation").Use collaborative settings and socially relevant applications as a device to increase classroom participation as well as confidence and interest in geosciences among females. p geared towards graduate students in chemistry as well as undergraduates in science education. Over a dozen students participated in the class regularly, although only five were enrolled for credit. The authors collaborated with a professor from the School of Business, Brenda Pfahler, who is an expert in teaching and learning styles. The reading list included many interesting publications, from "The Japanese and Western Science" (by M. Watanabe) to "The Education of a WASP" (by L. Stalvey). The students discussed many topics during the semester, including the following: 1) What is "ethnicity"? Who defines the "reference point"? 2) What counts as a book about racism? How do our perspectives affect our experiences and selection? 3) How do you observe your own culture? 4) Discussion of student ideas and reactions. 5) Are our questions culturally biased? What is "true science"? 6) Discussion of networking, resources, and student empowerment. 7) Issues faced by students of color. 8) Teaching and learning styles. 9) Classroom behavior. 10) Politics and power dynamics in science. Students "uniformly" appreciated the course. They also noted that the course "raised more questions than it answered."Involve future and current faculty in discussions of race and ethnicity in science. Create courses and campus programs to bring together faculty and graduate students. It is important that there be a space for discussion of political and social issues in science, as well as dialogue about teaching styles and teaching skills. If your schedule allows, read the recommended literature for the course, which is listed in the article. exist attitudes. E.n though a growing number of women are completing their Ph.D.'s, ther uHand science. While the program was not a glowing success, examining it provides valuable information for how it impa cted its participants and why some women choose to pursue graduate degrees in STEM while others do not. IThe intervention program provided students with peer tutoring, faculty mentors, extracurricular opportunities, and the potential for paid internships. The efficacy of the intervention was mitigated by the type of students at Brooklyn College. As a primarily commuter school, many of the students worked part-time or full-time jobs and this prevented them from engaging in extracurricular activities or fully utilizing the other aspects of the program. The program required students to take a selection of courses. One of these was a career development course which helped students to understand the different opportunities available to them in math and science. Some students actually left this course with an informed decision not to pursue graduate studies or a STEM major. They instead focused on business or computer science. The researchers found that several of the participants made decisions under the impression that pursuing graduate studies in STEM was to be a “super woman” and would not lend itself to a career that meshed well with motherhood. In addition, not every woman was interested in the women’s studies part of the course. Other courses were focused on women’s studies which did not always illicit a positive response from the female students. Everyone did not want to be a “feminist” or study women in science. In general, the researchers concluded that the persistence of students in the Eureka program had less to do with math anxiety or performance than it did with self esteem, financial situations, and a feeling of belonging in the intellectual community. 1042-413XSRecruitment of students into intervention programs is easy, retention is difficult. Offering resources and support is not enough since students will not necessarily take advantage of them. Providing fellowships that stipulate students can not work while taking classes would likely foster deeper student commitment to STEM disciplines. Tn at greater proportional rates than men do. Undergraduate STEM fields are an area in which barriers to the persistence of women students still exist. But educators can positively impact the college experience of undergraduate STEM women and encourage their persistence by addressing classroom climate, self-confidence, and their interaction with faculty and classmates. Classroom Climate: Research findings suggest that while most faculty are supportive of women in their courses, some support an overly competitive atmosphere unfriendly to women, interact more with men, and respond more positively to men. Self-Confidence: Research findings suggest that during their college careers, women's confidence levels decrease. Moreover, this decrease in confidence is unrelated to their actual ability or achievement. While men tend to attribute success to personal ability and failure to external factors, women conversely tend to attribute their success to external factors and their failures to personal inabilities. The general perception of scientists and engineers being men, coupled with a lack of confidence in their future ability to balance a STEM career with family, diminishes women's self-confidence. Interactions with Faculty: There is a correlation between student confidence and persistence and informal contact with faculty, which is especially strong with positive student-faculty contact. The inapproachability of STEM faculty, coupled with lack of adequate advising, is of serious concern for women students. Interaction with Peers: Research findings demonstrate that women in STEM fields often feel isolated and perceive resentment by male students. They are frequently interrupted, and their contributions often ignored. Confident women in STEM classrooms elicit negative responses from male peers, leading many to hide their academic ability.KWD Spring 2004Suggestions for improving classroom climate: These suggestions are focused on recognizing that women have different learning styles. Allow more time after asking questions before calling for answers. Intervene if students are interrupted. Use students' names. Encourage student cooperation by assigning grades using fixed criteria rather than curves. Suggestions for improving self-confidence: Focus on recognizing individual academic accomplishment. Greet students outside of classrooms and inquire about academic progress and future plans. Invite women guest speakers, particularly alumnae. Suggestions for improving interactions with faculty: Encourage positive faculty contact, including informal discussions of career plans and graduate study. Treat all questions seriously. Watch for indirect messages of low self-confidence such as self-deprecating behavior or speech, and offer special encouragement to those students who exhibit them. Suggestions for improving interaction with peers: Praise women's individual accomplishments, attempt to create cooperative vs. competitive learning environments (e.g. group work) and actively challenge s pe Recommendations.[The author encourages teachers to become aware of the following actions that impede student achievement: 1) "Insufficient wait-time" after asking a question. Allowing more wait time encourages students to think, give "unsolicited responses", answer difficult questions, and discuss the answers with one another. 2) Agreeing with the first answer that a student gives. If the teacher allows a period of silence after the answer or requests additional answers or participation, other students may join in. It is also important to move around and to interact with students who are in the back of the classroom. 3) Giving a student the answer as a part of the question. This practice limits student creativity, although it is not intended to do so. A teacher should only offer an answer when the student needs guidance. 4) Asking for non-specific feedback. Students who are not sure what to ask may feel intimidated. Specific questions challenge students to think and allow the teacher to learn how much the students know. 5) Making comments that cause students to feel inferior. Interrupting students, talking over students, intimidating or threatening them interferes with the learning process. On the other hand, giving credit to students, framing open-ended questions, treating mistakes with understanding, inviting students to comment on their learning process, letting students assist in class, and admitting fallibility all help students to feel at ease. 6) Asking questions that only require memorization rather than original thinking. Teachers should encourage students to analyze, evaluate and synthesize information.  should begin with Section 3 (which offers examples of "entry points for talking about inclusive teaching with STEM faculty"). The authors, however, do not provide specific examples of teaching practices. Section 1 offers extensive and troubling statistics on the lack of retention of women and minorities in STEM. Female and minority students who are often more academically qualified than their majority peers are leaving the field, perhaps because of negative experiences during college or their perception of a "chilly climate" awaiting them in the workforce. The promise of financial well-being has not been enough to change these students' minds. The author's five "inclusive teaching in STEM" dimensions include: Accurate Problem Definition, Provision of Redundant Systems, Expert Practice, Management of External Constraints, and Comprehensiveness. This framework builds upon James Banks' (1996) five dimensions of multicultural education: Content Integration (utilizing multicultural resources), Knowledge Construction (questioning assumptions and biases within a given field), Prejudice Reduction, Equity Pedagogy (teaching to address students' perspectives and backgrounds), and Empowering School Culture (re-envisioning institutional culture as a culture of respect). Accurate Problem Definition involves clearly identifying goals, rationales, starting conditions, appropriate design, and principles of implementation to achieve optimal learning outcomes. The authors ask STEM faculty to examine course design, beginning with identifying what is important for students to know and explicitly articulating why that information is important, followed by considering the ways in which students achieve mastery in their particular discipline. Provision of Redundant Systems involves recognizing that an effective system is designed to monitor and respond to feedback, adapt to changing conditions, and provide alternate strategies when difficulties occur. The author asks STEM faculty to recognize that even well-designed systems face unanticipated obstacles, making it necessary to provide more than one means to a desired end. Ultimately, this involves designing learning experiences based not just on how instructors have taught before or how they originally learned the material themselves, but on the complexity of the learning goals and full range of students' capacities to learn. Expert Practice involves effective teaching which is not biased to favor particular outcomes for particular learners. Many instructors may believe that their classrooms provide neutral conditions for learning, but research demonstrates that some learners come into STEM classrooms expecting to find the field biased against them. Expert Practice requires proactive demonstration by instructors that all students who fulfill their course requirements have an equal opportunity to learn. (Examples are given in the article). Management of External Constraints involves anticipating, minimizing or compensating for ways in which teaching and learning processes and outcomes are influenced by environmental factors and other external constraints (the numerous factors which affect students before they take a course and while they are taking it). Several examples are discussed in the article, as well as suggested approaches for resolving some of these issues. Comprehensiveness includes maintaining the thoroughness and rigor of what is taught, and grounding assignments in actual (rather than idealized) conditions. Again, multiple examples are given that emphasize that attention to Comprehensiveness adds the positive message that it is possible to succeed as a female or a person of color, provided that the learner is willing and capable.The article is aimed at faculty development professionals. It does not illustrate instructional practices; however, STEM instructors may find the five dimensions useful in examining the extent to which they are using inclusive teaching practices. m at the University of Maryland- Baltimore County. Key features of these “student-centered” programs are “relevant and timely academic advice, a community environment, strong mentoring, and early involvement in research,” as well as introduction to scientific culture. “Successful diversity programs level the playing field for women and minorities by addressing their needs and teaching undergraduates the unwritten rules of academic science.” The author describes the successful features of three undergraduate programs for underrepresented groups in the sciences: 1. The UC-Berkeley Biology Scholars Program helps minority students to succeed by providing a “student-centered approach” geared towards giving students “‘system smarts’- tools to navigate a campus’s academic system and scientific community.” The director of the program teaches a course called “Studying the Biological Sciences: an Introduction to the Culture of the University and the Culture of University Science.” The program intends to provide “relevant and timely academic advice, a community environment, strong mentoring, and early involvement in research.” The program staff are easily accessible to students because of their location. Participation in the program doubles the likelihood that a minority student will graduate with a science degree. 2. The UMBC Meyerhoff Scholars Program is “one of the leading producers of African-American students who… earn medical degrees and science doctorates.” The program also includes some Caucasian students. Students receive individual attention and advising, and take courses which ensure that they have a foundational set of skills for academic success. Financial support allows students to focus on academics, rather than balancing their course work with a part-time job. 3. The Yale Science, Technology and Research Scholars program requires students to participate in conceptual discussions of science topics. Students participate in internships and take courses in scientific reasoning, analysis and data presentation. The director gives students personal encouragement and matches them with appropriate mentors. All three programs receive strong institutional backing from their universities, which has been an essential ingredient of their success. 00368075“Level the playing field for women and minorities” by mentoring them, introducing them to scientific culture, creating supportive academic/social networks for them, and involving them in research. Personal support is essential for student success in these challenging fields. Ensure that students have basic foundational knowledge in math and science. Provide financial support to allow students to concentrate on their studies. 70tion" concept is empowering students to feel comfortable making mistakes, speak up in class, and share examples from everyday life to make the course material a part of their experience. This process involves the instructor actively changing the dynamic of competition in the classroom into one of mutual respect between the professor and all the students. When students feel respected, they are more likely to participate and become active, aware, creative and self-motivated learners - crucial skills for success in today's workplace. "Liberation" pedagogy combines the principles of good engineering education - clear objectives, relevant course material, inductive teaching, combining concrete and abstract information, active and cooperative learning, and personal congeniality - with feminist principles that include a broad contextual and even interdisciplinary focus, connection with everyday experience, a social rather than military emphasis, communication skills, ethics, critical thinking, cooperative and interactive teaching strategies, and inclusion of women scientists' work. Many of these principles have been recommended in ABET's national reports on engineering education. "No education is politically neutral," the author states. She believes that the social values of engineering are highly conservative, and that this fact is not acknowledged by faculty. She questions the ethics of raising generations of engineers to operate in a "values vacuum" which prepares them to work for any employer, regardless of dangerous products or exploitative practices. The following changes were made to the Engineering Thermodynamics course in order to implement the values described above: 1. "Connecting Experience to Life." Students completed three open-ended assignments each semester to connect thermodynamic principles with everyday activities. ¼ of the students said on their course evaluation forms that this was one of their top three favorite activities in the course. 2. "Students as Authorities in the Classroom." Students were asked to teach each other and develop educational projects as a group. 3. "Creating Community." The classroom was rearranged so that the students could sit in a circle. This structure created a less-competitive atmosphere and was rated highly by 40% of the students. 4. "Taking Responsibility for One's Own Learning." The class discussed the importance of learning to do derivations, took ungraded concept tests and participated in "weekly reflections on learning." Some students were disappointed that they were required to do the reading before class. The instructor did not change her policy, believing that self-reliance is an important skill. 5. "Ethics." The instructor used four case studies on a variety of topics to stimulate discussion. This assignment was rated highly by 40% of the students. 6. "De-Centering Western Civilization." In the future, the instructor plans to include many technical innovations by inventors not usually recognized in the engineering curriculum. Many products developed in early China and the Islamic world, as well as American women's inventions, will be highlighted and integrated with the tests, problem sets, and reading. 7. "Problematizing Science as Objectivity and Normalizing Mistakes." This concept, originally from the social science and liberal arts fields, lends itself well to Thermodynamics because of the historical sequence of theories that attempted to explain the subject. 25% of students rated the history and philosophy of science pieces highly. The course also included many problem-solving exercises in class in which students were encouraged to develop their own solutions and to become comfortable making mistakes. 8. "Assessment." Exams were deemphasized in favor of quizzes, homework and projects. Small class sizes and time for curriculum development facilitate the transition to student-centered learning. However, some of these principles can be implemented even when time is limited or the class is larger (>20 students). In general, with a skilled instructor, students may benefit from increased critical thinking, a more collaborative environment, and an emphasis on participation and application.zDepending on the course sizes that you are working with and your time availability. Integrate student-centered methods into your teaching. Equip students to become self-directed learners who can discover the applications of abstract concepts and develop their ethical and critical thinking abilities - this will allow them to see engineering as a part of society rather than a purely profit-driven pursuit. It will also appeal to the more altruistic students in your classes and benefit the profession as a whole. Instill in students an appreciation for life-long learning", and encourage them to think critically. When students are empowered and feel respected, their attitudes often improve because they are less discouraged and apathetic. Discussion of ethics and societal concerns "often provides both context and motivation" for students to solve quantitative problems. When field trips, discussions and demonstrations are added to a course, this means that students must read the textbook on their own. For students used to passive learning, this can be frustrating at first, but the change will help them to develop good wor 97Dubject matter. The paper describes a student-centered thermodynamics course which includes many exercises designed to encourage student self-sufficiency and incorporate female and multicultural perspectives. Student feedback is included. Students participated actively by teaching and solving problems in class. The professor created an egalitarian environment of dialogue in which students felt comfortable making errors, discussing their learning styles, doing derivations on the blackboard, and talking about ethics problems. Quantitative skills were emphasized throughout the course. Pedagogies of liberation such as those developed by bell hooks and Paolo Freire focus on empowering students to become active learners, take interest in the course material, develop their critical thinking skills, and contribute to the classroom with confidence. In a time when many professors complain about students' preoccupation with grades rather than learning, these pedagogies can create classrooms where students are more engaged and understand the relevance of the course material. Integration of the subject matter with "real life" is especially important in fields such as engineering that require application of knowledge. Creating such empowerment and confidence is especially important for female students or students who do not have extensive hands-on experience with machines or electronics. The traditional model of the "obedient student," the "receptacle for knowledge," has left young engineers unsure of how to deal with ethical problems or other questions that require independent thinking. Feminist scholars have critiqued conventional engineering education as being "reductionist"- oversimplifying the process of teaching and ignoring the contributions of other disciplines- and substituting a nominal "objectivity" for social concern. Because engineers have followed industry- the assembly line- as a model for education, the teaching process is seen as a flow chart in which engineers are produced, rather than a system of personal interaction with the goal of creating capable and self-aware professionals. "Objectivity" translates into professors' unintentionally ignoring issues of personal relationships, ethics, race, class, and gender, as well as power differences in the classroom. It also means that students are encouraged to operate without ethical values in their professional careers. Although independent thinking can carry with it a professional cost, it can also prevent safety hazards such as the Challenger's "o-ring." In order to create classrooms that encourage participation of male and female students of all cultures, multicultural and female contributions to engineering must be integrated smoothly into the curriculum. The current globalization of industry, and the increasing pace of international development, means that today's engineers need to be aware of global cultural differences, environmental issues, and the contributions of non-Western cultures. In workplace environments, diverse groups have been shown to produce more creative solutions to problems. Traditional engineering diversity programs assume that the problem lies with the student rather than the institution, and are limited in their ability to effect institutional change.eAlthough allowing greater student participation may be intimidating at first, it improves student morale and encourages students to take more responsibility for what they are learning. This will equip students for the challenges of the workplace and help them to connect abstract course material with their own experience. Encouraging students to be comfortable making mistakes and to realize that many great theories were developed through a process of trial and error encourages student self-sufficiency. Incorporating examples of multicultural contributions to science and discussing ethical issues creates engineers who are global citizens, which is important in today's business world. These innovations take time to implement, but they can strengthen student confidence, create cultural awareness, and deepen students' understanding of technical su omen and "female" values in the scientific arena. The changes are organized into five phases of progress; 1) institutional blindness to the issues, 2) recognition of male majority and perspective, 3) barrier identification, 4) recognition of women scientists, 5) women practicing science, and 6) an inclusive redefinition of science. The steps recommended are organized as follows: Phase 2: A. Undertake fewer military experiments and replace them with socially relevant work. This preference among women for non-violent activities that contribute to the social good has been well-documented, but is not being addressed in science and engineering curricula. B. Consider problems relating to fields in which women feel more comfortable, e.g. traditionally "feminine" areas of interest. There is no research listed in the article supporting that this works in the classroom, although it is plausible. C. Focus on more holistic global problems and emphasize synthesis and interaction rather than reduction and deduction. Gilligan (1982) has suggested that girls approach problems from a more relational perspective. Emphasize empathy and emotional connection with subjects of study. Phase 3: A. Support women scientists in making their own observations from their own perspectives. These observations are not usually validated. B. Spend more time in the observational stage before coming to a conclusion. C. Incorporate and validate personal experience. D. Include gender in hypothesis formulation. E. Reduce cruelty to animals in experiments. Phase 4: A. Give credit to women scientists. B. Use fewer competitive teaching methods and more interdisciplinary ones. A course program emphasizing synthesis and connection has been used successfully at Mills College. C. Discuss life integration strategies for women interested in pursuing scientific careers. D. Demystify scientific language and thereby remove the intimidation factor for people interested in science. E. Discuss applications of science in the classroom. Phase 5: A. Combine qualitative and quantitative methods in data gathering. B. Refrain from gender biased language in describing scientific observations. C. Clarify biases of gender, race, class, sexual orientation, and religion which may affect the quality of the scientific product. D. Develop theories which are multi-dimensional and interdependent rather than mechanistic and hierarchical. The paper is more theoretical than data-based in nature. However, it does offer a long list of citations as a starting point for researchers interested in more information. The author is presenting a synthesis of scholarship on women in the sciences. The paper asks questions that are useful to provoke academic discussion about a topic that is often ignored.1Redesign curricula to include non-violent scientific problems relevant to women's lives and societal values. Emphasize observation, collaboration, and life experience. Encourage female students to explore interdisciplinary work, to apply their knowledge, and to question current paradigms and assumptions. `icle with a case description of a "mythical" new associate professor's sincere but misguided attempts to reach diverse students in his class and the unintended negative consequences of his having proceeded without understanding the issues. While more experienced eyes can see where his attempt will lead, the reader is forced to confront the potential of having made similar mistakes or of having been spared some mistakes purely through luck. The paper then details concrete references to small group dynamics research and weaves this body of knowledge back to the real-life challenges of college faculty who want to reach and support students of all backgrounds, especially the brightest. While not reporting on original research directly, this paper integrates other research relating to STEM education. The author describes ways to reach, engage and support minorities, women, minority women, international students and diverse students of all kinds. She discusses ways to ensure that group work is undertaken successfully and is rewarding to students and faculty alike.#Group structure and initial setup requires considerably more forethought than it might seem. Do not worry particularly about achieving a diversity mix within small groups, but ensure that all students have some support within groups from similar students. Group size should be related to the task. Group composition must be rotated throughout the semester, and assurances should be in place that all students fill a variety of roles. Group projects should not simply be individual assignments to be done in a group, but should be of a kind that requires cooperative effort. The paragraphs in the heading "overcoming resistance" are so well articulated that the reader is strongly urged to read them in full, as are those relating to ensuring fair assessment within and outside of a student's group work. Hf-rating in math ability, and having a father who is an engineer. Having the goal of raising a family appears to discourage students from science careers. Men tend not to persist in science if they hope to be self-employed, grew up in a high-income family, expected to change majors during college, or doubt their own social skills and writing ability. Male students who are attending college because their "parents wanted [them] to go" and/or have a mother who is a research scientist are more likely to stay in science. Women tend to stay in science if they have the goal of being self-employed, have a mother who is a college professor, or had four years of physical science in high school. If women expect to change their major, have the goal of helping others, or have a diverse set of personality characteristics, they are less likely to persist. In terms of environmental variables, the proportion of students at an institution holding jobs is the only factor that may have a positive influence. The author reasons that this is because this type of institution has many working students, is usually not highly selective, has smaller social science departments to attract students away from science majors, and has more students who live at home and have less interaction with peers. Men also benefit from receiving financial assistance from parents or loans and having a major-dominated curriculum. Male students are less likely to stay in the sciences if the institution has non-faculty teaching general education courses, they are attending college far from home, and the environment is competitive. Taking more science courses encourages both men and women to persist. Students who have taken a multiple-choice exam or chosen a career for interpersonal reasons are less likely to persist. (The author comments that both having taken many science courses and having taken a multiple-choice exam may be results of persisting in a science field, rather than causes.) Women who worked on a professor's research project or took many math courses in college tend to stay in science, while women who held a part-time job and took an essay exam were more likely to leave. (The study does not distinguish between essay exams in the sciences and essay exams in other disciplines.) Men who spent many hours per week studying, chose their career because the work is interesting, or made a career choice based on parents' expectations were more likely to stay in the sciences. Men who volunteered extensively, received personal or psychological counseling, took many writing skills courses, or had a paper critiqued by an instructor tended not to stay in the sciences. The overarching themes found from this data are that early commitment to science, good educational preparation and confidence, and having a parent involved in science are the most important factors influencing the persistence of males and females in science careers. Interestingly, the stereotypical perception of science careers as either lucrative (according to women) or not lucrative (according to men), very time consuming, not oriented toward helping people, very competitive, and isolating or impersonal, has as great of an influence on persistence as actual commitment and preparation. This flawed image is a significant obstacle for the scientific community to overcome. This can be accomplished by emphasizing the collaboration among scientists, the growing diversity within the sciences, and the connection between science research and social good. The study also reveals how men and women have differing perceptions that affect their choice of science careers. Men view science careers as not providing financial success, as shown through the large number of men who change their major to business or law. On the other hand, women see science careers as lucrative, and financial success is the strongest predictor for women. Also, helping others in a career affects women's persistence, but not men's. Having the goal to raise a family has a much stronger negative influence on women than on men (nearly twice as much). Self-rating of math ability and parents' expectations are the strongest predictors for men, implying that in the future, women may benefit from parents' and teachers' expectations rather than being deterred by them. These results demonstrate that science departments should try to become more flexible for students with many outside interests or commitments (such as family, volunteering, etc.), and should bring in scientists from an array of careers to stimulate students' interest in science and provide students with ideas. Also, creating a more cooperative and inclusive learning environment through increased group work, non-sexist language and textbooks, collaboration with professors, and work involving social concerns could help to retain more women./As an instructor, it is important to be aware of all the factors that may affect students' persistence in science, and how they might differ between genders. Being more flexible towards students' non-academic time commitments (family, volunteering, jobs, etc.) can allow more people to engage in science. Emphasize the "social good" of science careers through assignments (as opposed to military issues), introduce new career opportunities through guest lecturers, and discuss the income of many science careers to change the prevailing stereotypes. Create a positive learning environment through cooperative group projects and inclusive (non-sexist, racially diverse) language and textbooks. Providing students with research opportunities can give students experience in science careers and help maintain interest. f programs. e seriously.  society.  students. Te are few tenured and tenure-track women faculty in the top science and engineering departments." This shortage of professors as compared to graduate students is especially noticeable where there are greater numbers of women- in the biological sciences, chemistry, math, and computer science. Female professors seem to be experiencing a "glass ceiling"- they are usually stopped at the rank of assistant professor, and are only half as likely to receive tenure as men. This makes it challenging for women to change the culture of their departments. Female faculty attrition is higher than that of male faculty, and many women choose not to apply for professorships because of "climate." Undergraduate and graduate students are aware of this fact, and it may affect their career choices. As the number of women in BS programs continues to increase, these students find themselves without role models. "In 2000, 48.2% of students graduating with a B.S. in math were women, but only 8.3% of the faculty was female." It is possible for a female engineering student to go through her entire program of study without having a female professor. The situation is doubly compounded for underrepresented minority females, who are almost nonexistent in the departments surveyed. Their absence appears to be due to a combination of disenchantment with academia, and inequitable hiring practices. Since there are so few female professors, male faculty should encourage female students in their careers and make sure that the women in their departments are treated fairly and hired and promoted as they deserve to be. If female professors are treated well, women will be more likely to pursue careers as science and engineering faculty.This article is geared towards faculty and administrators in decision-making positions in science and engineering departments. It recommends a cultural shift in which women students receive more mentoring and female faculty are evaluated and promoted fairly. This shift may require changing some fundamental assumptions about the way that science is practiced, as well as about who "is" a scientist. king habits. bject matter. Whe transition for first-time female engineering students!Frontiers in Education Conference3 S1F-5 - S1F-9IEEEmWomen Retention Engineering Science Advising Competition Social support Academic Preparation Special ProgramsThis short paper reports on a successful and simple intervention program for women in the College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU). After attending an introductory week in which they learned basic computer programming, reviewed science topics, networked, and were introduced to university resources, female engineering student retention went up from 60% to 87% in the first year and from 36% to 67% in the second year of students. Although the students who attended the program may have been more motivated than their peers who did not attend, the results appear promising, and the feedback on the open-ended responses was quite positive.  “The Women in Applied Science and Engineering (WISE) summer bridge program is designed to prepare incoming female students” in their transition from high school to the University. “Students attending the program become familiar with the campus, have a head start on their freshman engineering classes, and have a chance to meet other female students.” Statistically, graduation rates of women in engineering, architecture and engineering technologies are only 42%, as compared to men, who have a 62% graduation rate. Many young women feel that they are “forced” out of the field by a combination of competition and poor teaching, which erodes their confidence. “Attrition studies report that women enter [the field] with little information.” This program set out to remedy female students’ perceived lack of information and address stereotypes about math and science achievement. For female students to persist through the challenges of first-year coursework, they must be prepared to encounter obstacles and have academic and social connections to help them maintain their motivation. The program offered chemistry, physics and mathematics reviews, training in Excel and HTML, information on student services and financial aid, social events, and advising. A small fraction of the student participants (17% of 84) completed surveys. They indicated a high degree of satisfaction with the bridge program. The math and science course reviews and exposure to campus services earned the highest ratings. The respondents all reported that meeting other female students aided their morale. The students took advantage of the academic advising, mentoring, seminars, and computer labs provided to them by the WISE program. The students all indicated that they decided to major in engineering after being introduced to the subject by a family member. Science and math talent and job prospects also played a role. Subsequently, the student participants often worked during college; the average amount was 15 hours per week. Many students worked off-campus. Over 50% reported that they did not participate in extracurricular organizations. Despite the multiple demands on their time, the bridge program participants graduated at significantly higher rates than their peers who did not attend the program. (See above.)When introducing female students to engineering, make the academic expectations clear, and provide them with resources to contact if they need support later.  American male students to adjust to life in primarily white colleges. There have been many studies highlighting the impact of prejudice on the everyday lives of these students. This study sought to explore the reasons that some African American males persist in engineering and others do not, and to develop a theory of persistence based on these findings. The long-range goal of the study was to "identify ways to better serve and retain African-American males in engineering." The author discussed existing theories for the scarcity of African American males in engineering, which included "(a) inadequate secondary education facilities and resources; (b) poor academic performance in math and science; (c) low expectations from teachers and school counselors...; (d) inadequate parental and familial support; (e) a shortage of positive mentors... in mathematics, science, and engineering." The researchers gave the students an extensive biographical questionnaire which included open-ended questions relating to their social experiences, aspirations, family background, academic background and interests, formative experiences, and challenges faced in engineering. They also conducted individual and group interviews. The researchers then analyzed the responses using the "grounded theory" approach, looking for patterns in the data, coding the information, and discussing their ideas with each other. The researchers called the phenomenon they observed the "Prove-Them-Wrong" syndrome. The students were aware of stereotype threat- the prejudices that other young engineers held towards them- and made an extra effort to disprove these assumptions. The students maintained a constructive, proactive attitude when faced with adversity, and stated that they were determined to succeed. The author notes that, although these students manifested great strength under difficult conditions, this extra effort may take a toll on their emotional well-being.[Foster social connections between minority students and majority students in your classroom so that minority students will not be academically isolated. Educate yourself about racism and address it when it appears in the classroom. Be aware of stereotypes and inaccurate assumptions that are commonly made about African American college students. jes to incoming students who scored less than 60% on the PSVT:R (Purdue Spatial Visualization Test: Rotations) during freshman orientation. Female engineering students are statistically 3 times more likely to fail this test than are males. The PSVT:R is a statistically sound predictor of performance in engineering graphics courses (Gimmestad (now Baartmans), 1990). Dr. Sorby and her co-investigator, Dr. Baartmans, developed a curriculum and complete program materials for these courses. The program included both a 3-credit and a 1-credit elective. The differences between student test scores in these two courses were inconclusive because of preexisting differences between the experimental samples. Solid modeling and object handling were the tools used to develop students' visualization abilities. At first, the researchers used I-DEAS modeling software (Unix-based). Later, a multimedia substitute was developed by another researcher, Dr. Wysocki, in response to requests from many educators who did not have the necessary hardware. Students expressed satisfaction when surveyed about the effectiveness of the multimedia modules; their comments were used to refine the final version. The effects of the courses were evaluated rigorously, including a long-term analysis of student grades in graphics courses and retention in both the School of Engineering and the University. Students were tested before and after the course using the PSVT:R and other tests; their scores showed statistically significant improvement. The researchers determined, through comparison of calculus grades, that the students who elected to take the course were an academically representative sample. In their subsequent graphics courses, students who took the electives outperformed unprepared students by half a letter grade. Women showed greater improvement in their graphics grades than did men. The effect for male students, although positive, was not statistically significant. A multivariate analysis of student retention, gender, and grades in calculus and graphics revealed that the new course effectively reduced the "gate-keeper" effect that graphics courses have for many female students.Not all students, male or female, have developed those spatial visualization skills which will eventually enable them to succeed in technical majors. However, spatial visualization skill deficiencies can be addressed by courses that teach the following sequential topics: 1) isometric sketching, 2) orthographic projection, 3) flat pattern development, 4) 2-D and 3-D visualization, 5) object translation, scaling, uni-axial and bi-axial rotation, and reflection, 6) use of planes and cross-sections, 7) creation of solids of revolution, and 8) Boolean operations (union, intersection, etc.) on solid bodies. Hands-on exercises are also beneficial for student learning, especially for those with limited shop or drawing experience. xt of the field. Teach your students to be self-sufficient thinkers and team players so that they will be competent and comfortable in the work force.nThis study objects to the popular view that one needs to have a "scientific bent" to do science, citing a study that identifies the quality most successful scientists share: single-minded dedication to the subject since high school. This dedication, the author says, is necessary to persevere through the daunting college and graduate school science curriculum. Many students who are equally talented but less single-minded drop out of science programs. Only 31% of students who drop out of science majors in college do so because the courses are too difficult. The greatest percentage of students leaving the sciences (43%) leave the field because they find other subjects "more interesting." The author believes the college science curriculum discourages all but the most dedicated students. These are not necessarily the most talented ones in the class. In this qualitative study, the author recruited seven academically talented students who had taken all the prerequisites for introductory college-level science courses but had avoided majoring in the sciences. These students were paid to work as participant observers in freshman courses, taking tests, doing homework, attending lectures, and keeping a journal of their observations and criticisms of the class. The professors later were given the opportunity to view and respond to these comments. Although most of the student observers earned high grades, few of them concluded that they would be interested in a science career. They expressed concern about large class sizes, "no sense of community," students' competition over grades, students' inability to explain what they were learning, lack of dialogue and demonstrations in class, and an overall emphasis on memorization and imitation rather than understanding. In general, the student observers noted, neither the professors nor the students enjoyed these introductory classes.Do not present introductory science course material as dull, meaningless, or without context. Do not assume that your students have already decided on science careers. Make the course appealing by encouraging thought-provoking discussion and debate. Explain the reasons behind scientific principles. Connect the basic course material to the larger context of the field. Teach your students to be self-sufficient thinkers and team players so that they will be competent and comfortable in the work force. gress at different rates according to their knowledge of science.” Students were not graded on a curve; their performance was assessed based on their assignments and discussions that tested and challenged their overall understanding of the course material. Key formulas were mathematically derived and accompanied by the history of thought that led to their discovery. Assignments were designed to improve students’ problem-solving, writing and discussion skills and their ability to read and understand scientific and mathematical texts. Also, the assignments were thoroughly discussed during two ninety minute sessions each week, “after which it was assumed students understood everything they had read.” Students worked with “real problems” and had to write out their ideas. This exposed them to different learning styles and approaches towards understanding concepts. Students were encouraged to question science theories and concepts and to assess their own performance. They enjoyed the discussion and collaboration. A lab section for the course equipped students with skills, taught them experimental problem solving and made theoretical subject matter more concrete. In spite of the promising course design, chem-phys was rejected by the core committee due its prerequisites, which included advanced placement chemistry, physics and calculus. The committee believed that this course would not be accessible to students who did not have the required background to successfully complete the course. The course suffered from poor enrollment. Seventeen students enrolled during the first year chem-phys was offered. However, only seven enrolled during the second year. Although students enjoyed the course, they felt that the course demanded advanced math and literary skills. Students did not know how to approach problems they did not immediately understand and that involved multi-step solutions. Also, students were at a loss regarding what they were supposed to get out of discussions. The instructors overestimated tudents’ ability to master difficult concepts and the underestimated the time required for students to complete weekly readings and assignments. A lack of recognition of the multidisciplinary nature of chem-phys from other departments magnified the lack of interest among students to enroll in this course. The course was modified, in the second year, in accordance with the feedback received from students. The level of math required was lowered and students were taught mathematical techniques. Also, “the sequence of topics was revised so that mathematical concepts came in the “right order and with the right spacing.”” Materials, assignments, and mathematics components in the course have been altered to engage future students.Ensure that students are comfortable asking questions. Give students an opportunity to interact with each other. Inform students of how knowledge gained in class can be used in the “real world.” Introduce collaborative teaching strategies. Demonstrate linkages between concepts. When designing a new course, tailor it to the abilities and skills of targeted students. Modify the course, if necessary, to engage all students in class.  t UW-Eau Claire in increasing student retention rates, especially female students, in chemistry majors.> More than half of the students enrolled in the School of Arts and Sciences at Eau Claire are female. Also, 41% of students majoring in chemistry and chemistry related fields are women, which is a significant number of female students in a technical field such as chemistry relative to most other undergraduate institutions. More than half of the chemistry undergraduates from UW-Eau Claire have gone to graduate or professional schools. This trend in higher student retention is explored by this article. Instructors at UW-Eau Claire chemistry department are extremely dedicated to teaching. This is obvious with respect to the care with which classes are assigned, the accessibility of faculty, the real research opportunities provided to chemistry majors, and the commitment to the continuous improvement of the chemistry curriculum. Also, interest in and aptitude for teaching is given high priority while hiring faculty members. Furthermore, although current faculty members are all male and white, there was no “gender gap” in student recruitment and no class gap between faculty and students. The department is now trying to hire female faculty members to correct the gender imbalance in the department and to provide female students role models in chemistry. However, chemistry faculty members are not rewarded for using inclusive teaching practices such as collaborative research. Most of the students recruited at UW-Eau Claire do not have the necessary background in science to be able to successfully major in the field. Hence, introductory courses are often designed to guide and encourage these students. Also, undergraduate chemistry students are encouraged to present chemistry demonstrations at high schools to increase the number of students recruited into the chemistry program. Moreover, chemistry students are given placement advising and help in locating jobs by faculty members. The chemistry department at UW-Eau Claire constantly improves its curriculum. For instance, the chemistry department is considering restructuring chemistry 103, an introductory course for all chemistry and non-chemistry majors, so that the course deals with and revolves around everyday lives and shows students that knowledge in chemistry can be empowering. Two interdisciplinary programs were created – chem-biz and chemistry teaching. Chem-biz students take courses in both chemistry and business. During their senior year, students are informed of jobs through seminars with industry representatives. Chemistry teaching opportunities were also offered to students who wanted to teach high school chemistry. However, the enrollment levels for chemistry teaching was substantially low compared to other interdisciplinary chemistry programs such as biochemistry-molecular biology. This could be because chemistry education is a five year program, during which time students have to major in chemistry along with a minor in biology, math or physics. Also, high school teachers earn very little relative to chemistry and chem-biz students, in spite of the relatively long duration required in acquiring a degree in chemistry teaching. Moreover, the chemistry department does not have a faculty member with a background in chemistry teaching who could negotiate with the education department to make the current chemistry teaching curriculum more attractive to chemistry students.pEmploy collaborative teaching practices such as collaborative research. Improve course content on a regular basis so that students gain knowledge in applying course material to real-life scenarios. Offer alternative courses to students who are unable to take a course that they are interested in. Provide faculty members with incentives to improve teaching practices. meen these types of problems occur in a classroom?JSTORThis paper is a transcript of an inspirational lecture describing the efforts of a mathematics department to improve minority student performance in college introductory calculus. Students were extensively observed as to how they lived, their study habits, their interactions with other students and so o  n. No substantial differences in family income, motivation to perform, academic preparation or family support were found between blacks and other students. Their most significant finding was that while virtually all black students religiously studied, attended class and did their homework, they worked alone, in contrast to (for example) Chinese students, who most often formed informal academic networks and helped each other extensively. In response, the team developed workshop courses to assist black students to overcome patterns of isolation. Equally important, they developed a core of challenging and suitable problem sets that helped crystallize emerging understanding of calculus and fully demonstrate the beauty of the subject. They successfully demonstrated to their students that college success would require them to work with their peers and create a community based on shared intellectual interests and professional aims. Surprisingly, the team also had to teach its students how to work together. Results were dramatic. Black students with Math SAT scores in the low 600s were performing comparably to Asian students with Math SAT scores in the mid-700s. "In effect, the workshops provided a buffer easing minority students' transition into the academy." The author further describes efforts in the 1980s to explore student failure generally in introductory STEM courses, with a focus on physics. Again they researched the problem and again their initial hypotheses (student inability) failed. And again, alterations in the course structure (including reformatting the course's problem sets to make them both genuinely challenging and relevant) had enormous potential (in addition to supporting peer-learning) to positively affect student performance. A similar effort at CUNY, and its dramatic results in significantly elevating grades, GPA and retention in mathematics, is cited.Engage African American students, as well as other students who do not study together, in collaborative learning. This is especially important in gatekeeper courses. Y\ential solutions to discipline and organizational problems can give instructors new ideas e 0itions allow an instructor to become a "culturally competent communicator" by "identify(ing) the belief systems of both the student and teacher to spot blocks to communication." "Diversity and Complexity in the Classroom" discusses ways of creating inclusive classrooms. Stereotyping is strongly discouraged. An instructor should view each student as an individual and treat him or her with respect. The instructor should attempt not to project any feelings, experiences, or expectations relating to any particular group onto any student. The author recommends that instructors "rectify any language patterns or case studies that exclude or demean any group," be sensitive to terminology and any aspect of the course that students are uncomfortable with, and discuss diversity at department meetings. The web site includes strategies for overcoming stereotypes and biases while leading lectures and discussions, advising, designing course content, and administering exams and assignments. In "Do's and Don'ts of Inclusive Language," the authors give guidelines for addressing disabled students and using gender neutral language. "Six Ways to Improve Your Nonverbal Communications" discusses eye contact, facial expressions, gestures, posture and body orientation, proximity, paralinguistics and humor. The web site discusses how these activities can enhance classroom instruction.Although much of this web site deals with inclusive language, the basis for creating a positive environment is making a commitment to examine any stereotypes that one may hold and question them. Although courtesy is important, the communication tools presented in this web site are intended to go beyond polite terminology. Developing awareness of what he or she is saying "between the lines"- verbally and non-verbally- can help an instructor improve his or her rapport with students, leading to improved r m as first founded, the University of Toronto admitted no women and almost no members of visible minorities. In the 1880s, women were finally admitted; many of the first female Ph.D.s pursued degrees in the sciences. Today, the University's undergraduate population is 57% female and 47% "visible minority". (In Canada, there is a legal distinction between visible and "invisible" minorities.) The Greater Toronto area is the most ethnically diverse metropolitan area in Canada, and the University population reflects that fact. However, African-American and Native American students are still underrepresented. The University's definition of "visible minority" includes students from other nations, including Arab and Asian countries. The University urges departments to practice "determined, hard-working, pro-active and wide-ranging recruitment... [to adopt] "best practices" for recruiting visible minority and other candidates from under-represented groups, and [to be] considered and thorough in choosing the best candidate." The author cites a study from the American Association of Colleges and Universities that disproves the societal perception that a Ph.D. equals an easy job search for minority candidates. Female or minority faculty may face a "cold" or un-collegial climate or inequity in faculty promotions. LGBTQ faculty express concerns about homophobia. Diversity also extends into the intellectual realm. The author discusses the movement towards incorporating feminist and "non-Eurocentric" perspectives into classroom discourse. These approaches have taken hold in the social and health sciences more than in the physical sciences. The University's goals, which are listed at the end of the text, focus on 1) hiring faculty and staff from under-represented groups, 2) increased disability accommodations, 3) achieving a student body representative of the Toronto area by 2010, and 4) creating "collegial" classroom climates and inclusive curricula. The author states clearly that the University does not intend to compromise its academic admission standards and believes that academically talented minority candidates are not in short Q `erceptible information, tolerance for error, low physical effort, size and space for approach and use) in designing classrooms and academic activities. "Universal design means the design of instructional materials and activities that make the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating systems of educational materials-they are not added on after-the-fact." Examples of benefits from creating inclusive teaching methods for one group of students, as outlined in the website, indicate that other students can also benefit from such classroom practices. The website organizes solutions by type of environment (lab, etc.) as well as by type of disability. It explains the different types of disability and the associated accommodations. Case studies and a FAQ are provided. Links to various publications, videotaped resources, specific disability resources and other websites are also included.uVirtually every aspect of a course can benefit from increased accessibility. These alterations often improve the experience of all students in the class by allowing more flexibility in their learning. Distance learning courses, internships, writing assignments and tests, videos, field assignments, science labs and course web pages can all be m and help to defuse any problems that they may be experiencing with their own students. There were a number of ideas in the paper on how to use vignettes in teacher education. These included: 1) reading followed by large or small group discussion, 2) reflection and commentary as a homework assignment, 3) developing lessons around the content included in the vignette (to show what the teachers would do differently), 4) evaluating the vignette at the beginning and the end of a semester. Issues that the vignettes brought up included the following: incorrect transmission of scientific information, ignoring students, students dropping out of class, cheating, disrespectful behavior, favoritism, questioning techniques, planning and organization, effective grading, and ways of stimulating student thinking. Gender and multicultural issues were not addressed directly; however, the vignettes are all STEM-related./The University of North Carolina at Chapel HillSeek out case studies of student-teacher interaction, watch videos, and gain new perspectives about the dynamics of teaching. Discuss these case studies with a colleague and decide what solutions you would recommend. Have you ever seen these types of problems occur in a classroom?er taking into account academic ability as measured by standardized tests, the percentage of American women in physics lags behind the percentage in most other sciences. Prior research found that the most important factor influencing women to abandon STEM majors is a significant disjunction between the style of undergraduate STEM education and the socialization of young women. The authors suggest that STEM fields are often "cold climates." They assert that males are better able to survive such "cold climates," but that all students benefit from a "warm" department culture. Seeking to answer the question "what works?", the authors conducted a series of site visits to 4 typical and 5 successful undergraduate physics departments. Successful departments were those that enrolled 40% or more women in courses and graduated at least 5 women majors during 1994-98. Traditional departments were those enrolling 15% to 17% women and graduating at least three women during 1994-98. Successful departments offered a supportive, female-friendly departmental culture. The research findings are discussed along three main lines: Faculty, courses and climate, and students. The authors report that a strong faculty support structure is a positive influence. The presence of women faculty is important but not essential. However, family-friendly departmental policies matter, and such policies influence potential physics majors, as partner and family issues are critical to the career decisions of female faculty members. Female-friendly policies are essential to recruiting and retaining women to physics faculties. These female-friendly policies involve four components: 1) institutional support for dual careers, 2) family leave, 3) childcare, and 4) a supportive atmosphere for family life. In the area of courses and climate, the authors suggest more innovative subjects and interactive teaching in the introductory course, especially open-ended, project-based labs. Successful departments make efforts early on to effectively identify potential majors and integrate them into the department culture. This effort was one of the most significant differences between typical (low female participation) schools and successful (high participation) schools. Even so, while upper class students generally feel at home approaching faculty, first year students rarely feel that faculty are approachable, regardless of "open-door" policies. Therefore, some form of social setting in which students could get to know their professors is recommended. A female-friendly departmental climate is positively correlated with female physics persistence. This includes insuring that sexist remarks and unprofessional behavior are not tolerated, that the department fosters a cooperative (rather than exclusively competitive) spirit, that females and minorities are mentioned and included in the classroom environment, that physics is shown as applicable to broad societal problems and issues (which is often more important to women than to men), that student-faculty research is encouraged, and that female students feel safe coming to the department and working there at night. Effective departments often include faculty who make efforts via recruiting and outreach activities. Such faculty maintain websites encouraging the participation of women, participate in open house functions of their admissions departments, and encourage students to attend a typical class. Alumni are also recruited to participate in the recruitment process. In successful departments, faculty create a structure in which students become used to working together. Older students look out for younger students and faculty act as role models, cooperating and supporting each other in both their professional and personal lives. An important component of a thriving physics department is a strong sense of community with many opportunities for informal student-faculty interactions. While typical (low participation) schools do many of the foregoing, successful schools integrate more of the features that make for a female-friendly culture.There are no "magic bullets." Successful schools integrate a larger number of features that make for a female-friendly culture. Features found to be positively correlated include: Faculty Focus: Create a family friendly departmental culture in which female faculty are supported by the following: a) dual career policies, b) family leave policies, and c) childcare services. Courses & Departmental Climate: In introductory courses, pursue innovative subjects and interactive teaching. Consider open-ended, project-based labs. Early on, identify potential majors and integrate them into the department culture. Pay particular attention to the 1st year, and specifically invite potential majors to seminars and social activities. Students: Support students in creating a successful department culture. Spend department money on student support, including: i) Comfortable student lounges where departmental students are able to study together, tutor other students and interact socially. ii) Tutorial services, usually involving other students. iii) Seminars appropriate for undergraduate students. iv) Membership to National Physics Association chapters, clubs or similar collegial opportunities. v) Social activities, especially those in which efforts are made to include potential majors from the introductory courses. Participate in potential student outreach and encourage alumni participation, networking, recruiting, and seminars.  opens with the statement that a quiet student may not be a "smart" student. In fact, quiet students may simply be afraid to ask questions. As a result, their performance may suffer. Reluctance to speak out in class may be related to a "rote learning" orientation- a preference to memorize, rather than to understand. The author researched this hypothesis in two stages. The first study was exploratory, and found that students who had a rote learning approach had difficulty with conceptual questions. Students who were apprehensive about speaking up tended to score less well on multiple choice questions. So, although rote learning and communication apprehension both can diminish student success, they seem to act independently of each other. The follow-up study looked at gender, communication apprehension, and comprehension of the physical principles of forces (Force Concept Inventory). The author found that women were more communication-apprehensive than men were. However, women learned equally as much as men did about force principles during the course. This discrepancy casts the initial hypothesis in doubt."Encourage but don't require speaking in front of the class. Provide other alternatives for communication apprehensive students to demonstrate achievement. Don't assign seats for students." Students who are communication apprehensive, the author writes, often dislike sitting next to others who are more talkative. Encourage students to ask and answer each other's questions in small groups.!experimentsThe entire laboratory course structure, as well as the student projects making up the lab course, is detailed in this paper. The course elements are described and the lecture, examination and lab projects are detailed. The effort of the course structure is to approximate the research experience of working chemists, and to provide students with a sense of accomplishment. Evaluation was accomplished via student responses to questionnaires, free-written responses and informal discussions with students. The author concludes that one of the most effective ways to accomplish effective learning is to involve students in original research. The open-ended lab is an effort to approximate the actual research experience.=A number of elements are cited that are considered fundamental to the success of the restructured course. These include: - utilizing an absolute grading scale - appointing a student board of directors to oversee all aspects of the course - having students read and analyze research papers - utilizing interactive techniques in the lecture - utilizing spreadsheet programs for homework and laboratory problems - cooperative examinations to complement traditional examinations, and - implementing open-ended laboratory projects to replace many standard laboratory experiments er than this being a "female/minority student problem," the author says, female and minority students have unique perspectives to contribute which are different from the prevailing norm and can bring greater "flexibility" and cultural awareness to the work environment. This is why we should be concerned that they are underrepresented, not because we are pursuing quotas. The paper addresses the "shortage of research that focuses specifically on linking…why students stay in their majors with … students' perceptions of gender and race inequality in society and in their undergraduate classroom experiences." The author posed three hypotheses: 1. Men will be more likely to persist than women in the short, medium, and long term. 2. Positive images of scientists and engineers, support of women's equality, and positive classroom experiences will be positively related to persistence. 3. The combined effect of these variables with gender will be "over and above the effect of any of the variables individually." 285 biology and engineering students took the survey. The Biology sample was 71% female; the engineering sample was 71.4% male. 211 of the students were Caucasian. The author used the Image of Science and Scientists Scale, the Attitudes Toward Women Scale, the Women in Science Scale and the Perceptions of Prejudice Scale to evaluate student attitudes and experiences. Hypothesis 1. Gender affected persistence, but not degree aspirations. Hypothesis 2. The only one of the three variables that affected persistence was a positive image of scientists and engineers. This variable, along with belief in gender equality, strongly increased students' odds of aspiring to postgraduate degrees. Hypothesis 3. Female students were more likely to be interested in graduate study if they had positive classroom experiences. The article leaves us with the sense that, although women and men in science have some differences in their persistence level, there are also common factors, such as a positive image of scientists and engineers, which encourage both men and women to remain in the field. Classroom fairness appears to be related to female students' aspirations to continue on to graduate school. "There may well be greater gender differences behind why students leave science and engineering than behind why students stay," the author observes. Perhaps recruitment efforts would be more effective if they focused more on motivating factors for retention rather than gender influences on departure. The author notes several areas of doubt. First of all, it is impossible to draw causal connections from the social factors in this study directly because of the nature of the inquiry. Secondly, since these students selected science and engineering majors, it is not surprising that their opinion of engineers and scientists was positive and their classroom experiences were positive as well. (They may well have been mentored by science teachers and been comfortable participating in class.)Since positive images of scientists and engineers are so influential in encouraging students of both genders to stay in the field, try to popularize your work. Write articles or do demonstrations demystifying science concepts and showing that science is an interesting and engaging activity. Connect with students of various backgrounds who are interested in science and technology, and encourage them to pursue their curiosity about the field. Talk with your female students about opportunities in science and find out what they are interested in. If they express that they would like to continue their education, encourage them to do so. Encourage your male students to educate themselves about gender equality issues. Make sure that your own classroom interactions are unbiased. confidence; mastery experiences (experiences of success), vicarious experiences (learning from watching others succeed), verbal persuasions (feedback from other people), and physical and emotional states (feelings involved with pursuing a task). 15 women (a non-random sample) participated in the study. Past research shows that male students tend to focus more on academic successes, while women focus more on feelings, teaching quality, vicarious learning, and verbal feedback as evidence of their ability in math. Higher self-confidence is, in many cases, a greater predictor of success than academic talent is. Women are less likely to aspire to high positions in their field; however, they are strongly influenced by encouragement to attend graduate school. The women who participated in the interviews were influenced the most by verbal persuasions and vicarious experiences. They remembered supportive feedback from family members and teachers at a young age. Many of the teachers, although they were "tough", were also fair, and the girls recognized genuine praise when they received it. The women recalled having both male and female teachers as role models. What distinguished a good teacher, they said, was enthusiasm for the subject and an ability to explain science or math in everyday terms. Supportive peers and supervisors also played a key role in encouraging women to achieve. When the women faced societal difficulties later, they persevered because they already had a solid foundation of self-confidence. The difficulties that they faced included the social stigma placed on "smart females" during and after college, disparaging or unfriendly attitudes from fellow students, sexism at trade shows, and the fact that the field has an "unfashionable" reputation. However, none of these challenges discouraged the women or caused them to doubt their own competence.(Giving honest feedback that includes praise, sharing enthusiasm about science, and being fair in the classroom make a positive impression on female students. You will be modeling professional behavior for them and influencing them to persist in the field. Encourage students to form social groups to learn from and support each other. From a young age, girls' curiosity about science and math should be acknowledged and their competence supported by taking their questions and interest seriously and encouraging them to join science and math clubs.;iRosser, Sue V.1994DWho is helped by friendly inclusion? A transformation teaching model175-192:Journal of Women and Minorities in Science and Engineering13TWomen Science Culture Inclusively Feminism Academic achievement Retention Assessment9In this article, Rosser evaluates a multi-institutional effort to integrate the insights of feminist scholarship with the practice of science teaching. The results were quite positive, showing that both female and male students benefited from the faculty's increased awareness. Female students gained considerable confidence in their science and math ability. Both female and male students' grades improved; interestingly, male students' grades improved more than female students'. The new method of teaching also increased retention, especially in upper-level courses.This project involved educating faculty on the instructional differences between teaching male and female students. The faculty then applied their knowledge in the classroom setting. The new teaching methods caused significant improvements in student confidence and retention. "Evaluation of the project centered on three questions: 1) Does awareness of gender-related differences in learning and teaching produce a change in instruction? 2) Does this gender-related awareness produce a change in learning? 3) Does awareness of gender-related differences in learning and teaching help instructors to retain students and improve their grades?" "The findings indicate that female students of the participants became more confident of their own science and math ability. Both male and female students' confidence increased, and in some project courses, female students' confidence increased to a significantly higher level than males'. "Students' grades in participant courses before and during the project were better... Analysis revealed that the project improved the grades of male more than female students. Females usually started with a higher grade mean than males, but males surpassed the females at a significant level."1Redesign curricula to include non-violent scientific problems relevant to women's lives and societal values. Emphasize observation, collaboration, and life experience. Encourage female students to explore interdisciplinary work, to apply their knowledge, and to question current paradigms and assumptions.4 This article presents a sequence of recommended changes for greater inclusion of women and "female" values in the scientific arena. The changes are organized into five phases of progress; 1) institutional blindness to the issues, 2) recognition of male majority and perspective, 3) barrier identification, 4) recognition of women scientists, 5) women practicing science, and 6) an inclusive redefinition of science. The steps recommended are organized as follows: Phase 2: A. Undertake fewer military experiments and replace them with socially relevant work. This preference among women for non-violent activities that contribute to the social good has been well-documented, but is not being addressed in science and engineering curricula. B. Consider problems relating to fields in which women feel more comfortable, e.g. traditionally "feminine" areas of interest. There is no research listed in the article supporting that this works in the classroom, although it is plausible. C. Focus on more holistic global problems and emphasize synthesis and interaction rather than reduction and deduction. Gilligan (1982) has suggested that girls approach problems from a more relational perspective. Emphasize empathy and emotional connection with subjects of study. Phase 3: A. Support women scientists in making their own observations from their own perspectives. These observations are not usually validated. B. Spend more time in the observational stage before coming to a conclusion. C. Incorporate and validate personal experience. D. Include gender in hypothesis formulation. E. Reduce cruelty to animals in experiments. Phase 4: A. Give credit to women scientists. B. Use fewer competitive teaching methods and more interdisciplinary ones. A course program emphasizing synthesis and connection has been used successfully at Mills College. C. Discuss life integration strategies for women interested in pursuing scientific careers. D. Demystify scientific language and thereby remove the intimidation factor for people interested in science. E. Discuss applications of science in the classroom. Phase 5: A. Combine qualitative and quantitative methods in data gathering. B. Refrain from gender biased language in describing scientific observations. C. Clarify biases of gender, race, class, sexual orientation, and religion which may affect the quality of the scientific product. D. Develop theories which are multi-dimensional and interdependent rather than mechanistic and hierarchical. The paper is more theoretical than data-based in nature. However, it does offer a long list of citations as a starting point for researchers interested in more information. The author is presenting a synthesis of scholarship on women in the sciences. The paper asks questions that are useful to provoke academic discussion about a topic that is often ignored.Incorporate the insights of Women's Studies scholarship into science classrooms. Improved teaching can enhance student grades and confidence.{H;j Lopez, E.M.2001VGuidance of Latino high school students in mathematics and career identity development189-207'Hispanic Journal of Behavioral Sciences232GAcademic Preparation Advising K-12 Latino Careers Mathematics MentoringVThis article discusses the mathematics performance and career decision-making process of Latino high school mathematics students and relates them to the level of guidance received from teachers, tutors, parents and peers. The author found that many students were giving up on choosing a career and had decided to accept whatever type of job was available to them. This pessimism increased as the students grew older. The author also found that, while 47% of students were taking college preparatory math courses, 41% were in remedial courses in which their grades did not improve with instruction. The author did not find that instruction received in math courses appeared to be influencing students to explore their career options. However, instruction in college-preparatory courses was correlated with an improvement in grades. This may have been because the higher-performing students were asking more questions. In the remedial courses, the relationship between grades and instruction was reversed. The students in the research sample were from working-class backgrounds. The author suggests that economic problems may have contributed to the students' pessimism about being able to pursue a career of their choice. A minority of students (28%) considered themselves to be engaging in career exploration. The author did not explore the effects of conversations with guidance counselors. In  general, students received more guidance in their career development from parents and friends than they did from their math teachers and tutors. The students' teachers were their primary source of information about math, but were not mentoring them extensively. Given their sources of career information, the students may not have been exposed to the option of math-oriented careers. Since this sample is from one high school, it is not necessarily representative of the Latino population in general. 1Examine any societally-created expectations that you may hold about your students' skills in math based on their gender. Observe your treatment of students in the classroom. Remember not to steer women away from math-related careers. Try to view students based on who they are, not who you think they are.The author summarized and, to some degree, evaluated current literature on the effects of teacher gender and gender-related beliefs on mathematics education. He begins by stating that it is important to transmit "appreciation of the beauty of mathematics" (Fennema, 1990) to women, since mathematics is culturally important. The author proposes a graphical model which describes the following causal relationships: teacher gender affects teacher beliefs, both of which affect a circle of the following factors (all of which influence each other): student beliefs, student behavior, student achievement, and teacher behavior. This framework suggests possible observational goals for further research. The research summarized in this paper shows that mathematics teachers in the U.S., while grading fairly on a gender basis and believing that their gender does not influence their teaching, continue to hold much higher expectations for male students. Teachers tend to interact more with male than female students and to consider male students superior in "ability.. more competitive, more logical, more adventurous... enjoy[ing] mathematics more and more independent in mathematics." Female students observed that "the teacher appeared to believe that mathematical problem solving was not for them." Students in a Nigerian study preferred teachers of their same gender. In the U.S., students tend to rate teachers who are of their same gender more highly. (This factor is not considered in typical evaluation of college-level instructors.) In general, male and female teachers appear to be similar in skill level and to hold similar beliefs about mathematics. The only differences that the author notes is that female teachers tend to use active and collaborative learning methods, as well as discussion, more often, and to give praise and other "indirect" instruction (expanding upon student points and acceptance) more than male teachers do. The author recommends further qualitative research, more research into "gender differences of teachers'... beliefs about the content", and further exploration of "the relationship between the gender differences of teachers' beliefs and the gender differences in their decisions and classroom instructions."Encourage high school math instructors, tutors and guidance counselors to talk with minority students about their career options in math and science fields. ative and effective teaching. elationships in the classroom.  ade accessible for students. supply. None given.s discussion, more often, and to give praise and other "indirect" instruction (expanding upon student points and acceptance) more than male teachers do. The author recommends further qualitative research, more research into "gender differences of teachers'... beliefs about the content", and further exploration of "the relationship between the gender differences of teachers' beliefs and the gender differences in their decisions and classroom instructions."1Examine any societally-created expectations that you may hold about your students' skills in math based on their gender. Observe your treatment of students in the classroom. Remember not to steer women away from math-related careers. Try to view students based on who they are, not who you think they are.