CEAB Master 2000

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17th Annual CEAB Meeting
Breakout Group Reports
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Group 1Pipeline for Girls (K-9)

• LEADERSHIP
• Engineering is a good place for girls, and U of I
  can make it happen
• Videos Women engineers solve problems
• Print Success stories
• Web
• EDUCATION
• Key to girls preparedness lies with informed
  teachers, parents, and
• counselors
• Teacher training
• Resources for schools
• Summer camps
• Engineering clubs
• Improved math/science curricula

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Group 1 Pipeline for Girls (K-9)

• ROLE MODELS
• To make the vision come alive
• Mentors
• Tutors
• Speakers
• PTA programs
• Adopt a class
• Adopt a teacher
• FUNDING
• Integrate multiple sources to achieve goals
• University
• Professional organizations
• State and federal granting agencies
• Business and industry

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Group 1 Pipeline for Girls (K-9)

• Recommendations
• Leadership
• Form partnerships with marketing, education
• Produce short videos featuring women, College
• Produce creative print media and web materials
• Education
• Summer camps
• Teacher workshops
• Teacher/professor partnerships
• Partnerships with education to develop
  curriculum, science kits
• Role Models
• Work with Alumni to get role models into schools
• Encourage undergrads to volunteer in community,
  schools
• Funding
• Pull together funding sources
• Use funds to sponsor outreach activities

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Group 2Women Undergraduate Recruiting

• Overall Goal
• Remove barriers that keep women from considering
  a career
• in engineering
• Destroy the stereotypes of engineering
• Geek
• Hard, boring
• Number crunchers
• Skills only include math and science

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Group 2 Women Undergraduate Recruiting

• Knowledge
• Interest
• Application
• Enrollment
• Continuity

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Group 2 Women Undergraduate Recruiting

• Recommendations
• Develop a targeted marketing program to increase
  enrollment by women in engineering
• Targeted mailings to top female students
• Conduct outreach programs in high schools for
  both teachers and students
• Most successful efforts will feature women who
  have succeeded in this area
• Develop a cool web site that promotes
  engineering and features profiles of women
  engineers
• Provide more support to women engineering
  organizations for their diversity efforts
• Establish other programs to support these efforts
• Bring program proposals to industry for financial
  support
• Establish metrics for success such as 5 annual
  growth (10-15 students/year)

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Group 3Women Undergraduate Retention

• Why do they leave?
• Bad experiences
• Faculty/Advisors
• Fellow students
• Little knowledge of career opportunities
• Motivation
• Tolerance of workload
• Lack of critical mass
• Lack of parental support

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Group 3Women Undergraduate Retention

• Recommendations for UIUC
• Require sensitivity training for faculty and
  advisors
• Revise curriculum content to be more appealing to
  women
• Ensure ENGR 100 answers question What do
  engineers do?
• Incorporate industry speakers
• Include more examples that are of interest to
  women
• Establish PR campaign to show variety of careers
• Short film vignettes
• Online access
• Expand mentoring program

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Group 3Women Undergraduate Retention

• Recommendations for Industrial Support
• Share resources for sensitivity training with
  College of Engineering
• Provide speakers for classroom lectures
• Provide industrial examples that are of interest
  to women
• Offer meaningful summer employment, internship,
  and shadowing opportunities
• Provide mentors

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Group 4Women Graduate/Faculty

• How do we encourage women M.S. students to obtain
• Ph.D.s?
• Not sure the data indicates the fallout (leak
  rate) is higher for females in the Grad level
• U.S. industry have limited interest in hiring
  Ph.D. graduates in total
• Ph.D. is more important to universities

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Group 4 Women Graduate/Faculty

• Recommendations For Action
• University should establish a system to gather
  data on students
• Why women stay
• Why women leave
• Continue and expand internships with industry at
  undergraduate level
• Revamp university reward system (pay, promotions,
  etc.) with changing value systems (i.e. pay for
  diversity results)
• Promote more research projects availability for
  females

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Group 5Underrepresented - Pipeline

• What is being done in your communities today to
  recruit underrepresented groups to engineering
  and science?
• Companies using variety of structured and
  unstructured programs for outreach
• Plan or lab visits
• Teacher internships
• Coaching, mentoring the 7, 8, 9 system (students,
  parents, teachers, counselors)
• Sponsor/fund sending teachers, parents, and
  students to camps
• Provide road shows to school systems
• Provide employees to make presentations to math
  and science classes
• Provide HR support to school systems

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Group 5 Underrepresented - Pipeline

• What should the University be doing?
• Survey Illinois based companies to obtain
  descriptions of present efforts to reach 7, 8, 9
  system
• Survey benchmark universities to determine what
  practices and programs they implement to reach
  the 7, 8, 9 system
• Survey 7, 8, 9 system to find out what they feel
  they need to increase interest in engineering
• Provide courses/instruction for teachers that
  will allow them to develop curriculum, receive
  stipend, and obtain continuing education credits
• Be a focal point for information on programs and
  initiatives to be used to increase engineering
  interest and awareness for 7, 8, 9 system

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Group 5 Underrepresented - Pipeline

• What is your company or organization willing to
  do to help?
• Companies are willing to provide funding and
  resources to
• varying degrees including
• Providing role models
• Spending time in classroom
• Spending time with parents, teachers, and
  counselors
• Providing summer internships for
  teachers/counselors
• Plant and lab trips
• Work with the University on selecting best
  approach to reach 7, 8, 9 system
• Partner with the University in formal program
  such as WYSE and SECME

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Group 6 Underrepresented Undergraduate
Recruiting

• Penetrating the Market and Building Partnerships
• High School and Elementary Schools
• Industry and Industrial Groups
• Federal, State and Local Governments
• Supporting the Implementation
• Funding Issues
• Ongoing Support Functions
• Documentation of Success

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Group 6 Underrepresented Undergraduate
Recruiting

• Influencing High School Students toward
  Engineering
• Cant just start here!
• Expand students perceptions
• Who are engineers?
• What do they do?
• What opportunities are available to achieve that?
• Challenging and successful lifestyle
• Funding issues

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Group 6 Underrepresented Undergraduate
Recruiting

• Recommendations
• Culture focused partnerships with organizations
  in the community
• Expand relationships with teachers through
  targeted programs
• Promote private and government-funded scholarship
  through development and matching funds
• Stress engineering student and faculty
  participation in campus support organizations for
  underrepresented groups
• Tap into existing community programs like Junior
  Achievement, Digital Divide, Boys and Girls
  Clubs, Scitech
• Expand Physics Van concept through corporate
  support and student participation
• Target engineering events toward underrepresented
  groups, making special efforts through CEE
  program
• Support industrial partners in developing
  programs and media for use with own workforce and
  community
• Promote alumni and faculty interactions with
  targeted junior colleges

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Group 7 Underrepresented Undergraduate
Retention

• Why do people leave?
• Better off elsewhere
• Workload
• Performance/unpreparedness
• Unwelcoming environment

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Group 7 Underrepresented Undergraduate
Retention

• What is being done?
• Study groups, support structures
• Highlighting the profession early
• Service learning for freshman
• Internships, job fairs
• New emphasis on teaching excellence

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Group 7 Underrepresented Undergraduate
Retention

• What else needs to be done?
• Continued support for teaching excellence
• Need more data exit interviews
• Engage outside sources
• Government funds
• Industry
• Parents
• Students
• Enlarge industry internships to increase
  representation of underrepresented groups
• Support for non-traditional students

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Group 8 Underrepresented Graduate/Faculty

• Present situation
• M.E.R.G.E. - UIUC graduate recruiting
• S.U.R.G.E. - UIUC Ph.D. fellowships
• G.E.M. - National M.S. fellowships
• Limited number of graduate candidates spread
  among many competitive universities and companies
• Need to concentrate on growing the pie of
  graduate candidates
• Proposed Approach
• Grow the number of students entering Masters
  Program assuming Ph.D. students remain a fixed
  percentage of M.S. students

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Group 8 Underrepresented Graduate/Faculty

• Misalignment of Interest
• Student candidates perspective - why a grad
  degree?
• Typically dont think of grad school (B.S. is a
  big deal)
• Heavily recruited with B.S. by industry
• Long payback for graduate studies (2 years lost
  wages)
• Fear of failure at next level
• Lack of funding/support at M.S. level
• University professors perspectives - who do I
  invest in?
• Running a business with a structured business
  model
• Need to deliver cutting-edge research
• Poor ROI if student doesnt follow through to
  Ph.D.
• Industrys perspective - who do who encourage to
  get an M.S.
• Stronger demand for B.S./M.S. than Ph.D.
• Not inclined to encourage students to attend grad
  school due to retention concerns

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Group 8 Underrepresented Graduate/Faculty

• Potential Solutions
• Ongoing contact/encouragement
• Mentoring while undergrads--not necessarily, from
  same field
• Ongoing contact after graduation
• Key to success personal touch show opportunity
  and address fears
• Perhaps cooperative effort with other
  universities
• Co-op Masters program
• Mitigate student financial concerns
• Maintain continued contact between student,
  university, and company
• Leverage distance learning through combined
  on-line/on-campus program selectively leverage
  research park
• Provide role models throughout undergraduate
  program
• Faculty and industry leaders--need to see me
  when looking up
• Change expectations early demonstrate minority
  successes
• Highlight added flexibility and intellectual
  challenges with M.S./Ph.D.