Graduate Women in Engineering.

Autor/inn/en	Goldberg, Julie L.; Sedlacek, William E.
Institution	Maryland Univ., College Park. Counseling Center.
Titel	Graduate Women in Engineering.
Quelle	(1995), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Dropout Prevention; Educational Innovation; Educational Objectives; Engineering Education; Focus Groups; Graduate Students; Graduate Study; Higher Education; Mentors; Social Support Groups; Womens Education + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Ingenieurausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social support; Soziale Unterstützung; 'Women''s education'; Frauenbildung
Abstract	The transition from undergraduate to graduate school is a point when female students may lose interest in pursuing engineering degrees, and the percentage of women enrolled in engineering graduate programs is small in comparison to that of males. To attempt to mitigate the potential isolation of women graduate engineering students, the Women in Engineering Program at the University of Maryland, College Park, has established a Graduate Committee for Women Engineers to mentor and assist women graduate students in their professional development. To learn how best to facilitate and support this group, a survey was distributed to all women enrolled in engineering graduate studies during the spring semester 1995 and a 90-minute focus group was conducted 2 weeks after the survey data were analyzed. Respondents to the survey were interested in attending workshops on career issues, receiving support from female faculty and other graduate women students, and developing networks. The focus group discussions identified incoming first-year Master's and doctoral students and international students as groups needing special attention. (MAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC