Literaturnachweis - Detailanzeige
| Autor/inn/en | LeBold, William K.; und weitere |
|---|---|
| Institution | Purdue Univ., West Lafayette, IN. Dept. of Freshman Engineering. |
| Titel | A Model Program to Provide Educational Equity for Women Beginning in Engineering. |
| Quelle | (1978), (25 Seiten)
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| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Career Planning; College Freshmen; Comparative Analysis; Conference Reports; Course Descriptions; Course Evaluation; Educational Opportunities; Engineering Education; Females; Higher Education; Laboratory Training; Models; Program Descriptions; Self Concept; Student Attitudes; Student Interests; Womens Education |
| Abstract | A model program for freshman women in engineering was field tested and evaluated at the Purdue University Department of Freshman Engineering. The course, open to men and women, was designed to provide more equitable educational opportunities through hands-on laboratories, career education, and role-model lectures on energy, environment, transportation, biomedical engineering, and productivity. Six standardized tests were administered to evaluate the effectiveness of the laboratory experiences in increasing knowledge in technical areas. To evaluate changes in goals, interests, attitudes, perceived capabilities, and experiences, a survey was administered. The evaluation instruments were administered before and after the program to two course groups, one containing primarily women and one containing about half women and half men, and to two control groups. The hands-on laboratory resulted in substantial, although not complete, gains in technical knowledge for women in the experimental group compared to men in the control group. Student journals showed evidence that a great deal of thought was going into the formulation of specific career plans after each role-model lecture/discussion session and career counseling session. Increased self-confidence of women in their technical knowledge and laboratory skills was indicated from the survey scales. Final course evaluations by students indicated that they were generally pleased with the course. (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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