1. Project to Assess Climate in Engineering (PACE): PACE Findings PACE Meeting at AAAS March 17 & 18, 2010 Funded by the Alfred P. Sloan Foundation

2. Common Goals  More Students Recruited and Retained in Engineering  More Diverse Populations  Underrepresented Minorities  Women Funded by the Alfred P. Sloan Foundation

3. 2008 Bachelor’s Degrees (ASEE) Funded by the Alfred P. Sloan Foundation

4. Thinking Strategically  Each school has unique circumstances  All schools have some commonalities  How do we learn from each other to put all the pieces together and improve student retention? Funded by the Alfred P. Sloan Foundation

5. PACE Goals  Overall goal is to improve retention among all engineering undergraduates  Action steps to achieve this goal:  Data: Provide data that will help identify areas that require attention in order to improve academic climate  Benchmarking: Provide aggregated and institution-specific data organized by sex and racial/ethnic categories for purposes of benchmarking with peer institutions  Follow-ups: Conduct follow-ups with schools after receipt of the PACE Final report to track actions taken to improve the climate Funded by the Alfred P. Sloan Foundation

6. PACE Schools Funded by the Alfred P. Sloan Foundation PACE Characteristics (n = 22) EWC Characteristics (n = 350) Public University77%62% Minority-Serving Institution18%9% Land Grant University41%19% 2000 CC Doctoral/Research Universities – Extensive 73%37% 2005 Basic CC RU/VH: Research Universities (Very high research activity) 55%25% 2005 Basic CC RU/H: Research Universities (High research activity) 32%23%

7. PACE Schools Funded by the Alfred P. Sloan Foundation PACE Characteristics (n = 22) EWC Characteristics (n = 350) Minimum Enrollment, All levels1,90476 Maximum Enrollment50,995 Mean Enrollment26,22414,296

8. PACE Mixed-Mode Method  Online survey  Sample: Current engineering students  Oversampled under- represented groups  38,376 students invited  10,554 completions  Median response rate: 28%  Final sample size of 10,366  On-site Interviews  Sample: Current and former engineering students  Oversampled under- represented groups  179 interviews completed at 16 schools, 124 current students and 55 former students Funded by the Alfred P. Sloan Foundation

9. Survey Respondent Demographics Funded by the Alfred P. Sloan Foundation MaleFemaleTOTAL African American209164373 Native American8653139 Hispanic American8513891,240 Hawaiian/Pacific Islander171835 White3,3212,9946,315 Asian American429409838 International6364341,070 Unknown8862150 Other527 TOTAL5,6424,52510,167

10. Respondent Representativeness Funded by the Alfred P. Sloan Foundation MaleFemaleTOTAL African American-0.80%+0.59%-0.21% Native American+0.42%+0.40%+0.81% Hispanic American+0.91%+1.89%+2.80% Hawaiian/Pacific Islander+0.16%+0.17%+0.33% White-22.21%+18.27%-4.38% Asian American-2.85%+2.16%-0.68% International+1.72%+3.30%+5.02% Unknown-2.12%-0.04%-2.17% Other-1.30%-0.24%-1.53% TOTAL-26.51%+26.51% Positive percentages indicate group is overrepresented among respondents while negative percentages indicate group is underrepresented among respondents.

11. Interviewee Demographics Funded by the Alfred P. Sloan Foundation MaleFemaleTOTAL LeaversClimateLeaversClimate African American371516 Native American02024 Hispanic American1131823 White25291636106 Asian American352919 Asian Indian22048 Other00123 SUB-TOTAL34582166 179 TOTAL9287

12. Sneak Peek at New PACE Findings  Intersection of Gender, Race/Ethnicity and Student Experience  Four main areas:  Professor-Student Interaction  Student-Student Interaction  Confidence  Risk of Attrition Funded by the Alfred P. Sloan Foundation

13. School Representation  No one school accounts for more than 13 percent of the African American survey respondents and every school contributes to the number.  Hispanic American Survey Respondents: One school contributes 22 percent, two schools combined contribute 28 percent, and all other schools contribute to the Hispanic American survey respondent number. Funded by the Alfred P. Sloan Foundation

14. Analysis Methods  2 x 2 Contingency Tables  5 point scales reduced to binary variables  Chi-Square: Are two variables associated?  Adjusted Residuals: Where is the association?  Values > |2|  Odds Ratios: How strong is the association?  OR=1=no effect, OR>1=increase in odds, OR<1=decrease in odds Funded by the Alfred P. Sloan Foundation

15. Variables Professor-Student Interaction  Do your professors inspire you to study engineering?  Are you comfortable asking questions in class?  Do your professors care whether or not you learn the course material? Student-Student Interaction  Do you feel like you are part of an engineering community?  Do other students take your comments/suggestions in class seriously?  Do students compete with each other in your classes?  Do engineering students help each other succeed in class? Funded by the Alfred P. Sloan Foundation

16. Variables Confidence (Strongly Disagree, Somewhat Disagree, Neutral, Somewhat Agree, Strongly Agree)  I am confident in my ability to succeed in my college engineering courses Risk of Attrition (Strongly Disagree, Somewhat Disagree, Neutral, Somewhat Agree, Strongly Agree)  I have no desire to declare a non-engineering major (e.g. biology, theater, English, philosophy)  I can think of other majors that I would like better than engineering Funded by the Alfred P. Sloan Foundation

17. Odds Ratios for Comparisons of Race Within Gender Category Funded by the Alfred P. Sloan Foundation

18. Odds Ratios for Gender Comparisons within Race Funded by the Alfred P. Sloan Foundation

19. Risk of Attrition Funded by the Alfred P. Sloan Foundation

20. Conclusion, Race Differences  Inspiration by professors operates differently for Hispanics than for African Americans, compared to Whites  Minorities not taken seriously by peers, compared to Whites (true for men and women)  Greater disparities between females of different races than males of different races  All related to professor-student and student- student interaction Funded by the Alfred P. Sloan Foundation

21. Conclusion, Gender Differences  None among African Americans  Among Hispanics, gender affects professor interaction, confidence and risk of attrition  Females less comfortable asking questions, less confident, more likely to like other majors better.  Among Whites, gender affects professor, student interactions, confidence and risk of attrition  Females more positive about student-student interaction, believe professors care if they learn, like other majors better  Females less comfortable asking questions, less confident, less likely to say “no desire to declare non-engr major. Funded by the Alfred P. Sloan Foundation

22. Take Away  One “size” approach does NOT fit all.  Risk of Attrition highest for: African American Males, White women and Hispanic women.  About 28 percent of students have some desire to declare a non-engineering major Funded by the Alfred P. Sloan Foundation

23. Plans for the Future  What kinds of policies/programs will address the findings discussed today?  Multivariate analyses!!  What does the rich pool of information from the interviews tell us about these questions? Funded by the Alfred P. Sloan Foundation

24. Thank you!  For the time, energy and resources you have committed to the PACE study.  For your commitment to improving student experiences and thus retention  For your attendance at this important meeting Funded by the Alfred P. Sloan Foundation

25. Retention Results I intend to complete my engineering degree Strongly Disagree Somewhat Disagree NeutralSomewhat Agree Strongly Agree Male1.6%.5%2.3%9.0%86.5% Female.9%.4%2.3%8.7%87.6% Funded by the Alfred P. Sloan Foundation

26. Retention Results Funded by the Alfred P. Sloan Foundation Long-term educational plans in engineering Bachelor’s Degree Master’s DegreePhD Male43.8%44.7%11.65% Female46.6%42.9%10.5% African American40.6%47.3%12.0% Asian American44.2%42.5%13.3% Hispanic37.8%47.0%15.1% Native American44.2%42.1%13.7% White49.1%42.3%8.6%

27. Retention Results How long do you see yourself working as an engineer? 1-5 Years 6-10 Years 11-15 Years 16-20 Years 20+ Years Male10.5%9.5%7.7%11.0%61.2% Female10.6%13.1%10.5%14.7%51.1% African American12.5%15.4%12.1%15.8%44.3% Asian American20.6%13.8%9.6%10.7%45.3% Hispanic8.3%7.5% 14.1%62.6% Native American9.6%11.7%9.6%16.0%53.2% White8.6%10.6%8.7%12.7%59.5% Funded by the Alfred P. Sloan Foundation

28. Quality of Teaching Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites Quality of teaching in engineering courses AA (-.20) Quality of teaching in math courses H (.11) NA (.17) Quality of teaching in humanities/social science courses F (.08) AA (.17) NA (.32) d Cohen in parentheses

29. Professors Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites Able to understand course material F (-.13) AA (-.38) H (-.13) Comfortable asking questions in class F (-.24) H (-.12) Think you have a lower ability than you do F (-.05) Understand what professors expect of you F (.09) AA (-.14) Inspire you to study engineering AA (-.28) H (.15)

30. Professors Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites Keep the office hours they set F (-.05) AA (-.13) H (-.07) NA (-.18) Meet with your professors for extra help F (.15) AA (.31) H (.18) Move through the course material too quickly AA (.33) H (.20) Feel overwhelmed by the amount of homework F (.16) AA (.13) Accents make it difficult to understand F (.05) AA (-.16)

31. Teaching Assistants Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites Cultural differences made you less likely to meet with TAs AA (-.23) H (-.20) Comfortable meeting with TAs for help F (.04) AA (.15) Accents make it difficult to understand AA (-.30) H (-.20)

32. Student Interaction Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites Group projects valuableH (.09) Feel like part of an engineering community F (.23) AA (-.13) Like studying with other students in a group F (.09) H (.15) Involved with student study groups F (.19) H (.11) Engineering students help each other succeed F (.11) AA (-.23) NA (-.25)

33. Student Interaction Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites Other students take your comments seriously F (.05) AA (-.25) H (-.13) Students compete with each other in class H (.12) Compared to other students, my engineering abilities are… F (-.27) AA (-.46) H (-.15) NA (-.23)

34. Perceptions of Engineering Careers Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites Engineers are well-paidF (.23) H (-.15) Engineers can leave and come back more easily than in other professions AA (.14) H (.10) Engineering supports people who want to have children and work F (-.32) AA (-.11) NA (-.19) Society values the work engineers do F (.13) H (-.09)

35. Perceptions of Engineering Careers Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites Engineers help make the world a better place H (.10) Expect that engineering will be a rewarding career H (.20) Will have no problem finding a job with an engineering degree H (-.14) NA (-.22)

36. Confidence in Ability to Succeed Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites In engineering coursesF (-.24) AA (-.11) In science coursesF (-.17) NA (-.18) In math coursesF (-.05) H (.07) In humanities/social science courses F (.08) In overall academic abilityF (-.14) AA (-.12)

37. Engineering Major Funded by the Alfred P. Sloan Foundation Females vs. Males African Americans vs. Whites Hispanics vs. Whites Native Americans vs. Whites No desire to declare a non- engineering major F (-.15) NA (-.20) Can think of other majors I would like better than engineering F (.12) AA (.19) It is my choice to study engineering F (-.09) Intend to complete my degree F (-.06)

38. Personal Experience: Race  African American respondents were more than 30 times more likely than Whites to say they had been singled out because of race.  Hispanic respondents were nearly five times more likely than Whites to say they had been singled out because of race.  Native American respondents were nearly seven times more likely than Whites to say they had been singled out because of race. Funded by the Alfred P. Sloan Foundation

39. Personal Experience: Sex  Females were nearly 20 times more likely than males to report they had been singled out because of gender.  Females were more than three times more likely than males to report they had heard faculty express gendered stereotypes.  Females were more than five times more likely than males to report they had been sexually harassed by an engineering student. Funded by the Alfred P. Sloan Foundation

40. Take-Away  One “size” does NOT fit all  Women: Confidence, ability comparison, family friendly perceptions, engr. community  African Americans: classroom issues, ability comparison, help others succeed,  Hispanic/Latino: no medium to strong effects  Native American: help others succeed, ability comparison, job prospects Funded by the Alfred P. Sloan Foundation