A pioneer, a role model, an inspiration, a survivor. These are just a few of the ways to describe Mary Anderson-Rowland.  An educator for nearly fifty years, Dr. Anderson-Rowland has paved the way for many.  She began her career teaching Statistics at Arizona State University in 1966.  Six years later, she transitioned into the school of engineering, where she served as an Associate Dean of Student Affairs for 11 years. Dr. Anderson-Rowland has received several grants from the National Science Foundation to increase undergraduate enrollment in STEM.  She has been honored by organizations including WEPAN, ASEE, SWE, and SHPE for her tireless efforts to broaden the participation of female and underrepresented students in engineering and computer science. Dr. Anderson-Rowland has published nearly 200 publications focused on the recruitment, retention, and mentoring of those students traditionally underrepresented in STEM disciplines, including students who transfer from community colleges.  Now an Associate Professor of Computing, Informatics, and Systems Design Engineering at ASU, she is showing no signs of slowing down.  She remains committed to making an impact and changing the lives of her students.

This profile was authored by Stacie L. Gregory, Utah State University, based on an interview with Dr. Anderson-Rowland in 2014. This profile features two extra sections, published on separate pages linked below.

Dr. Mary Anderson-Rowland

Associate Professor of Computing, Informatics, and Systems Design Engineering
Ira A. Fulton Schools of Engineering
Arizona State University

Ph.D., Mathematics, University of Iowa, 1966
M.S., Mathematics, University of Iowa, 1963
B.A., Mathematics, Hope College, 1961

From loner to leader

Before transitioning into engineering at Arizona State University (ASU), I taught statistics in the Department of Mathematics for six years. While teaching statistics, I was frequently invited to talk to local high school students about career opportunities in mathematics. As a faculty member in industrial engineering, I continued to visit high schools to discuss career opportunities in mathematics and engineering.  I also began attending events hosted by high schools and other groups aimed at engaging females in engineering.  I immediately realized that although there were few women in mathematics, there were even fewer in engineering.  This was not a surprising revelation, since I was the only female faculty member in both mathematics and engineering at ASU. As the first and only woman on the engineering faculty at ASU, I was a loner.

My initial involvement in engineering education work was in 1981.  An associate dean asked me to take his place attending a National Science Foundation (NSF) meeting on funding opportunities for programs intended to increase the recruitment and retention of women in engineering. I am glad I accepted his invitation to attend the NSF meeting. It was the last time NSF funded programs specifically geared toward female students.

After attending the NSF meeting, I was encouraged by the associate dean to submit a proposal.  I wrote a proposal aimed to increase the number of women earning graduate degrees in industrial engineering from ASU.  Although the initial proposal was rejected, I revised and re-submitted, and I am proud to say it ended up being funded.

Five years after giving me his plane ticket to travel to NSF, the associate dean admitted to me that he could have gone on that trip but decided it was a good idea to get me involved. I give him credit for supporting the only woman faculty member who  was in engineering.  He helped launch my trajectory into engineering education.

Community college transfer to graduate school

In 2002, I began working with NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) programs. (They were CSEM [Computer Science, Engineering, and Mathematics] grants back then.) I worked with students who were at least juniors, with an emphasis on women and underrepresented minority students. With the first group of students, I noticed that the majority of them were transfers from community colleges. This realization ignited my interest in working directly with local community colleges. It is no secret that many community college transfer students need assistance during their transition to larger universities. Seeing there was a void to fill, I submitted a proposal for a second CSEM grant devoted to transfer students, and it was funded.

Since 2002, the emphasis of the two CSEM (now S-STEM) programs has been to graduate students with degrees in computer science and engineering.  Ninety-five percent of the S-STEM program participants graduate, whereas the normal graduation rate for upper-division transfer students is 70 percent.  In general, 11 percent of the upper-division transfer students at ASU attend graduate school.   In comparison, 40 percent of the non-transfer students who were involved in the inaugural S-STEM program attended graduate school.  Thirty percent of the S-STEM transfer students continued their education through graduate school.  Fifty percent of both the non-transfer and transfer students are going directly to graduate school upon earning their bachelor’s degrees. And more of them are going to graduate school later.  They’ve had it drummed into them that they are supposed to further their education past the bachelor’s.

When I initially approached community colleges, I was met with some resistance.   Some believed that any collaborative efforts would be advantageous only to ASU.  Over the years, we have made our interactions a win-win. The community college gets credit for the associate’s degree recipients. The student doesn’t pay the extra cost for courses.  ASU and the S-STEM programs are able to support the students until they earn their bachelor’s degrees and encourage them to continue on to graduate school

I think we have to understand that there is a lot help that students need outside of the classroom.  Learning the academic subjects is fine. However, I think they need help in other areas as well—for example, writing a resume. I am not suggesting holding their hands all the way through, but I think we need to help them realize the possibilities. In an effort to provide the additional support students need, I teach a two credit-hour course each semester entitled Academic Success and Professional Development.  Students taking the course develop great study habits. These habits prevent them from experiencing “transfer shock.”  I have tracked the GPAs of the S-STEM transfer students who have taken the Academic Success and Professional Development course, and their grades are comparable to their non-transfer peers’, after their first semester at ASU.

Read more about Dr. Anderson-Rowland’s work with S-STEM students in this supplement: “Not hand-holding, but more than academics.”

Obstacles to overcome

The primary challenge I had to overcome was being the first and only woman in the school of engineering for ten years.  Another obstacle has been dealing with the reality that there are some people who believe that women and underrepresented minorities do not need any kind of special assistance.  Along those same lines, there are those who feel that community college students are not ideal candidates for recruitment into engineering and computer science degree programs.

While serving as an associate dean, I started a Women in Engineering program.   The Women in Engineering program helped ASU increase the percentage of female students in engineering from 18 percent to 22 percent.  I was also in charge of building space when I was the associate dean.   Having authority over allocation of space allowed me to dedicate two prominent footprints to the Minority in Engineering and Women in Engineering programs.  I didn’t realize at that time, but having designated spaces for these two programs not only helped with the retention of students, they were great for recruitment.  Parents touring the engineering college with their daughters were impressed with the Women in Engineering program.  An actual room dedicated as a comfortable place for female engineering students was an attractive feature to many parents.

Several years ago, when we started working with community colleges, there were eighty students who transferred to ASU in engineering and computer science degree programs.  Now, there are double that number. A major contributing factor to our success is our big Motivated Engineering Transfer Students (METS) center. Of the 300 or so students who use it each year, nearly 70 percent are transfer students, and the center is staffed by successful transfer students.  The main problem with transfer students is when they enter the university they don’t know where the resources are. They are less likely to make an appointment with someone.  They can walk into METS center and there are students there at all times providing assistance.  We also provide mentoring and free tutoring at our METS center.

Encourage yourself

The most valuable lesson I’ve learned about making a lasting impact in engineering education is the importance of moving forward with what you believe in.  I encourage future leaders in engineering education to remain steadfast and pursue those things that bring them joy and are in alignment with their passions.  I believe passion for this type of work is crucial.  It is important for researchers to find their self-value, beyond the respect and recognition they may or may not receive from their engineering colleagues.

My advice to persist despite the odds comes from personal experiences. I am a survivor. I had Stage-3 and 4 ovarian cancer over ten years ago and faced 15% odds of survival. More recently, I had a quadruple bypass and a major valve repair. I am alive today due to good doctors, good medicine, and a lot of prayer.

It is important to keep things in perspective. I would urge future leaders in engineering education to remember that their work is what they do and not who they are.  As long as they are doing work that makes a positive difference in the lives of their students, they are being successful.  I am inspired by the success stories of the students I have worked with through my various programs.   Hearing about the achievements of past and present students gives me the motivation to continue my work.  Knowing that the work we are doing at ASU is helping students attain their goals and exceed their own expectations keeps me from retiring.

Read more about Dr. Anderson-Rowland’s impact in engineering education in this supplement: “Dissemination for replication.”

 

Photo provided by Dr. Anderson-Rowland.