{"id":18,"date":"2017-03-10T22:03:30","date_gmt":"2017-03-10T22:03:30","guid":{"rendered":"http:\/\/depts.washington.edu\/paceteam\/?page_id=18"},"modified":"2017-07-27T17:25:23","modified_gmt":"2017-07-27T17:25:23","slug":"paceresults","status":"publish","type":"page","link":"http:\/\/depts.washington.edu\/paceteam\/paceresults\/","title":{"rendered":"PACE Results"},"content":{"rendered":"

Results Overview<\/h1>\n

We are continually analyzing our quantitative and qualitative data and preparing publications and conference presentations for the public. This page describes the different ways PACE has been shared with the public.<\/p>\n

Peer-Reviewed Publications<\/h2>\n
    \n
  1. Samuelson, C.C. & Litzler, E. (2016).\u00a0 Community Cultural Wealth: An Assets-Based Approach to Persistence of Engineering Students of Color.\u00a0Journal of Engineering Education,<\/em>105(1): 93-117.\u00a0 DOI 10.1002\/jee.20110 [This paper was awarded an Honorable Mention for the William Elgin Wickenden Award for ASEE in March 2017.]<\/li>\n
  2. Litzler, E., Samuelson, C.C., & Lorah, J.A. (2014). Breaking it Down:\u00a0 Engineering Student STEM Confidence at the Intersection of Race\/Ethnicity and Gender.\u00a0Research in Higher Education<\/em>. DOI: 10.1007\/s11162-014-9333-z<\/li>\n
  3. Young, J. & Litzler, E. (September, 2013). \u201cInvestigating the Factor Structure and Invariance of Transfer Student Adjustment to College using Confirmatory Factor Analysis.\u201d Community College Journal of Research and Practice.<\/li>\n
  4. Litzler, E. & Young, J. (April, 2012) \u201cUnderstanding the Risk of Attrition in Undergraduate Engineering: Results from the Project to Assess Climate in Engineering.\u201d Journal of Engineering Education. 101(2): 319-345.<\/li>\n
  5. Litzler, E. (June, 2010). \u201cSex Segregation in Undergraduate Engineering Majors.\u201d Dissertation, University of Washington. ISBN: 9781124227849.<\/li>\n<\/ol>\n

    Back to Top<\/a><\/p>\n

    Presentations & Conference Proceedings<\/h2>\n
      \n
    1. Samuelson, C.C., Litzler, E., Staples, C. L., Smith, P. E., & Amelink, C. T. (2014).\u00a0 Living, learning, and staying: The impact of a women in engineering living and learning community.\u00a0 Presented at the 2014 American Society for Engineering Education Conference<\/li>\n
    2. Samuelson, C.C., Litzler, E., & Lorah, J.A. (2014). Collaboration between researchers and practitioners for mutual benefit.\u00a0 Presented at the AERA Annual Meeting, Philadelphia, PA.<\/li>\n
    3. Litzler, E. & Samuelson, C.C. (2013). Deciding to stay: The intersection of sex and race\/ethnicity. Paper accepted for the 2013 Frontiers in Education Conference.<\/li>\n
    4. Litzler, E. & Lorah, J.A.\u00a0 (2013). The Intersection of Gender and Race\/Ethnicity with Educational Aspirations of Undergraduate Engineering Students. Presented at the 2013 American Educational Research Association Conference.<\/li>\n
    5. Litzler, E. & Samuelson, C.C. (2013). Deciding to stay: The intersection of sex and race\/ethnicity. Presented at the the 2013 Frontiers in Education Conference, Oklahoma City, OK.<\/li>\n
    6. Litzler, E. & Lorah, J.A.\u00a0 (2013). The Intersection of Gender and Race\/Ethnicity with Educational Aspirations of Undergraduate Engineering Students. Presented at the 2013 American Educational Research Association Conference, San Francisco, CA.<\/li>\n
    7. Litzler, E. & Lorah, J.A.\u00a0 (2013). A Natural Experiment: NAE\u2019s Changing the Conversation Report and Students\u2019 Changing Perceptions of Engineering. Presented at the 2013 American Society for Engineering Education Conference, Atlanta, GA.<\/li>\n
    8. Litzler, E. & Samuelson, C.C. (2013). How Underrepresented Minority Engineering Students Derive a Sense of Belonging from Engineering. Presented at the 2013 American Society for Engineering Education Conference, Atlanta, GA.<\/li>\n
    9. Samuelson, C.C. & Litzler, E. (2013). Seeing the Big Picture: The Role that Undergraduate Work Experiences Can Play in the Persistence of Female Engineering Undergraduates. Presented at the 2013 American Society for Engineering Education Conference, Atlanta, GA.<\/li>\n
    10. Litzler, E. & Samuelson, C.C. (2013). Potential Strategies for Persistence: How Minority Engineering Undergraduates Navigate Challenges. 2013 Women in Engineering Proactive Network National Conference Proceedings, Atlanta, GA.<\/li>\n
    11. Litzler, E. (2013, June). Project to Assess Climate in Engineering (PACE). In Are we there yet? Increasing Student Persistence and Retention in STEM. Panel Presentation at the 2013 Women in Engineering ProActive Network (WEPAN) National Conference, Atlanta, GA.<\/li>\n
    12. Litzler, E. (2012, February). Using School Climate Data to Understand Engineering Retention and Promote Change. In S.G. Brainard (Organizer), Connecting Education and Research on Retention in Engineering. 180 minute Symposium at AAAS Annual Meeting, Vancouver, BC.<\/li>\n
    13. The STEM Equity Pipeline webinar series featured PACE results in Elizabeth Litzler\u2019s webinarRace Matters When Recruiting and Retaining Undergraduate Women Engineers<\/a>\u00a0in October 2011.<\/li>\n
    14. Litzler, E. (2011, May). A New Analysis of the Risk of Attrition in Undergraduate Engineering. Paper presented at the Understanding Interventions meeting.<\/li>\n
    15. Litzler, E., Mody-Pan, P., & Brainard, S.G. (2011). Intersections of Gender and Race in Engineering Education. Presented at the 2011 ASEE Conference in Vancouver, BC. [Received an Honorable Mention for Best Paper Award from the ASEE Women in Engineering Division (WIED)]<\/li>\n
    16. Litzler, E. (2011). \u201cHow do gender and race\/ethnicity intersect to impact students’ perceptions of experiences in engineering?\u201d The Global Marathon For, By and About Women in Engineering and Technology, March 7, 2011.[Slides]<\/em><\/a><\/li>\n
    17. Litzler, E., Jaros, S., Metz, S., & Brainard, S.G. (2010). \u201cGender and Race\/Ethnicity in Engineering: Preliminary Findings from the Project to Assess Climate in Engineering.\u201d 2010 ASEE conference: Louisville, KY.
      \n      [Paper]<\/em><\/a>\u00a0|\u00a0[Slides]<\/em><\/a><\/li>\n
    18. Metz, S., Brainard, S.G. & Litzler, E. (2010). \u201cExtending Research into Practice: Results from the Project to Assess Climate in Engineering (PACE).\u201d 2010 ASEE conference: Louisville, KY.[Paper]<\/em><\/a>\u00a0|\u00a0[Slides]<\/em><\/a><\/li>\n
    19. Metz, S. and Litzler, E.. (2010). \u201cRetention of Undergraduate Engineering Students: Extending Research into Practice.\u201d A panel discussion. 2010 WEPAN\/NAMEPA conference, Baltimore, MD.
      \n      [Slide Deck #1]<\/em><\/a>\u00a0|\u00a0[Slide Deck #2]<\/em><\/a><\/li>\n
    20. Litzler, E. (2010). \u201cPACE Findings and Discussion.\u201d A presentation at the PACE Workshop on Organizational Transformation, hosted by the American Association for the Advancement of Science, March 17-18, 2010.[Slides]<\/em><\/a><\/li>\n<\/ol>\n

      Back to Top<\/a><\/p>\n

      Non-Peer Reviewed Publications<\/h2>\n
        \n
      1. In the April 2013 issue of Mechanical Engineering magazine (Vol. 135(4)) an article focused on the ENGAGE project mentions PACE, what it is, and includes the PACE website. (p. 37)<\/li>\n
      2. ASEE\u2019s Prism magazine (September 2012) featured a summary from the PACE article in the April 2012 issue of Journal of Engineering Education.View summary article.<\/a><\/li>\n
      3. The AAAS wrote astory<\/a>\u00a0about PACE that was featured on their homepage.<\/li>\n
      4. The AAAS also included information about PACE and the PACE Conference in theirMay 2010 E-Newsletter<\/a>\u00a0to all their members AAAS Advances.<\/li>\n
      5. The University of Washington wrote a story about PACE featured in the UW Today Newsletter:Race Matters When Recruiting and Retaining Undergraduate Women Engineers<\/a>.<\/li>\n
      6. PACE was featured in an article by Woman Engineer Magazine addressing whyRace Matters When Recruiting Women.<\/a><\/li>\n<\/ol>\n

        Back to Top<\/a><\/p>\n

        PACE Participants<\/h2>\n

        Over 10,000 undergraduate engineering students participated in each of the 2008 and 2012 online PACE surveys. The table below summarizes the demographic distribution of students who provided responses for both the sex and race questions for the 2008 and the 2012 surveys.<\/p>\n

        Demographic Distribution of 2008\/2012 Survey Participants Who Responded to Sex and Race Questions<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
        <\/td>\nAfrican American\/ Black<\/strong><\/td>\nAmer. Indian\/ Alaska Native<\/strong><\/td>\nHispanic\/ Latino<\/strong><\/td>\nAsian American\/ Asian<\/strong><\/td>\nHawaiian\/Pacific Islander<\/strong><\/td>\nWhite\/ Caucasian<\/strong><\/td>\nTOTAL<\/strong><\/td>\n<\/tr>\n
        2008 Survey<\/strong><\/td>\n<\/tr>\n
        Female<\/strong><\/td>\n164<\/td>\n53<\/td>\n389<\/td>\n409<\/td>\n18<\/td>\n2994<\/td>\n4027<\/strong><\/td>\n<\/tr>\n
        Male<\/strong><\/td>\n209<\/td>\n86<\/td>\n851<\/td>\n429<\/td>\n17<\/td>\n3221<\/td>\n4813<\/strong><\/td>\n<\/tr>\n
        Total<\/strong><\/td>\n373<\/strong><\/td>\n139<\/strong><\/td>\n1240<\/strong><\/td>\n838<\/strong><\/td>\n35<\/strong><\/td>\n6215<\/strong><\/td>\n8840<\/strong><\/td>\n<\/tr>\n
        2012 Survey<\/strong><\/td>\n<\/tr>\n
        Female<\/strong><\/td>\n132<\/td>\n46<\/td>\n387<\/td>\n483<\/td>\n20<\/td>\n2694<\/td>\n3762<\/strong><\/td>\n<\/tr>\n
        Male<\/strong><\/td>\n208<\/td>\n77<\/td>\n737<\/td>\n511<\/td>\n33<\/td>\n3491<\/td>\n5057<\/strong><\/td>\n<\/tr>\n
        Total<\/strong><\/td>\n340<\/strong><\/td>\n123<\/strong><\/td>\n1124<\/strong><\/td>\n994<\/strong><\/td>\n53<\/strong><\/td>\n6185<\/strong><\/td>\n8819<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

        In addition, 179 students participated in one-on-one interviews with a member of the PACE research team in 2008 and 2009. Of these, 124 interviews were with current engineering students (climate interviews) and 55 were with former engineering students (leaver interviews) The table below summarizes the demographic distribution of students whose interviews were audio recorded and coded.<\/p>\n

        Demographic Distribution of Analyzed Student Interviews<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
        <\/td>\nAfr. Amer.\/ Black<\/strong><\/td>\nAmer. Indian\/ Alaska Native<\/strong><\/td>\nHispanic\/ Latino<\/strong><\/td>\nAsian Amer.\/ Asian<\/strong><\/td>\nAsian Indian<\/strong><\/td>\nWhite\/ Caucasian<\/strong><\/td>\nOther<\/strong><\/td>\nTOTAL<\/strong><\/td>\n<\/tr>\n
        Climate<\/strong><\/td>\n<\/tr>\n
        Female<\/strong><\/td>\n5<\/td>\n1<\/td>\n8<\/td>\n8<\/td>\n4<\/td>\n35<\/td>\n2<\/td>\n63<\/strong><\/td>\n<\/tr>\n
        Male<\/strong><\/td>\n6<\/td>\n2<\/td>\n12<\/td>\n5<\/td>\n2<\/td>\n26<\/td>\n0<\/td>\n53<\/strong><\/td>\n<\/tr>\n
        Total<\/strong><\/td>\n11<\/strong><\/td>\n3<\/strong><\/td>\n20<\/strong><\/td>\n13<\/strong><\/td>\n6<\/strong><\/td>\n61<\/strong><\/td>\n2<\/strong><\/td>\n116<\/strong><\/td>\n<\/tr>\n
        Leavers<\/strong><\/td>\n<\/tr>\n
        Female<\/strong><\/td>\n1<\/td>\n0<\/td>\n1<\/td>\n2<\/td>\n0<\/td>\n15<\/td>\n0<\/td>\n19<\/strong><\/td>\n<\/tr>\n
        Male<\/strong><\/td>\n1<\/td>\n0<\/td>\n1<\/td>\n3<\/td>\n2<\/td>\n24<\/td>\n0<\/td>\n31<\/strong><\/td>\n<\/tr>\n
        Total<\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n2<\/strong><\/td>\n5<\/strong><\/td>\n2<\/strong><\/td>\n39<\/strong><\/td>\n0<\/strong><\/td>\n50<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

        The research team conducted focus groups at a total of twelve PACE schools with a total of 307 engineering undergraduates. Each school chose an intervention of particular interest, and focus groups were divided between intervention students and non-intervention students. In some cases, focus groups included women only, and in others they included only underrepresented minority students. See the table below for the breakdown of student participants in intervention and non-intervention groups by race\/ethnicity and gender.<\/p>\n

        Table 1. PACE Focus Group Participants at Twelve Schools (March – November 2013)<\/strong><\/p>\n

         <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
        <\/td>\nAfr. Amer.\/ Black<\/strong><\/td>\nAmer. Indian\/ Alaska Native<\/strong><\/td>\nHispanic\/ Latino<\/strong><\/td>\nAsian Amer.\/ Asian<\/strong><\/td>\nAsian Indian<\/strong><\/td>\nWhite\/ Caucasian<\/strong><\/td>\nOther<\/strong><\/td>\nTOTAL<\/strong><\/td>\n<\/tr>\n
        Intervention Groups<\/strong><\/td>\n<\/tr>\n
        Female<\/strong><\/td>\n8<\/td>\n1<\/td>\n21<\/td>\n3<\/td>\n10<\/td>\n83<\/td>\n1<\/td>\n127<\/strong><\/td>\n<\/tr>\n
        Male<\/strong><\/td>\n6<\/td>\n2<\/td>\n5<\/td>\n1<\/td>\n21<\/td>\n33<\/td>\n1<\/td>\n69<\/strong><\/td>\n<\/tr>\n
        Total<\/strong><\/td>\n14<\/strong><\/td>\n3<\/strong><\/td>\n26<\/strong><\/td>\n4<\/strong><\/td>\n31<\/strong><\/td>\n116<\/strong><\/td>\n2<\/strong><\/td>\n196<\/strong><\/td>\n<\/tr>\n
        Non-intervention Groups<\/strong><\/td>\n<\/tr>\n
        Female<\/strong><\/td>\n3<\/td>\n1<\/td>\n4<\/td>\n0<\/td>\n6<\/td>\n23<\/td>\n0<\/td>\n37<\/strong><\/td>\n<\/tr>\n
        Male<\/strong><\/td>\n9<\/td>\n0<\/td>\n7<\/td>\n1<\/td>\n12<\/td>\n25<\/td>\n1<\/td>\n55<\/strong><\/td>\n<\/tr>\n
        Total<\/strong><\/td>\n12<\/strong><\/td>\n1<\/strong><\/td>\n11<\/strong><\/td>\n1<\/strong><\/td>\n18<\/strong><\/td>\n48<\/strong><\/td>\n1<\/strong><\/td>\n92<\/strong><\/td>\n<\/tr>\n
        Mixed Groups<\/strong><\/td>\n<\/tr>\n
        Female<\/strong><\/td>\n2<\/td>\n0<\/td>\n2<\/td>\n1<\/td>\n0<\/td>\n8<\/td>\n0<\/td>\n13<\/strong><\/td>\n<\/tr>\n
        Male<\/strong><\/td>\n1<\/td>\n0<\/td>\n0<\/td>\n2<\/td>\n1<\/td>\n2<\/td>\n0<\/td>\n6<\/strong><\/td>\n<\/tr>\n
        Total<\/strong><\/td>\n3<\/strong><\/td>\n0<\/strong><\/td>\n2<\/strong><\/td>\n3<\/strong><\/td>\n1<\/strong><\/td>\n10<\/strong><\/td>\n0<\/strong><\/td>\n19<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

        Results Overview We are continually analyzing our quantitative and qualitative data and preparing publications and conference presentations for the public. This page describes the different ways PACE has been shared with the public. Peer-Reviewed Publications Samuelson, C.C. & Litzler, E. (2016).\u00a0 Community Cultural Wealth: An Assets-Based Approach to Persistence of Engineering Students of Color.\u00a0Journal of…<\/p>\n

        Read more<\/a><\/div>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/depts.washington.edu\/paceteam\/wp-json\/wp\/v2\/pages\/18"}],"collection":[{"href":"http:\/\/depts.washington.edu\/paceteam\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/depts.washington.edu\/paceteam\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/depts.washington.edu\/paceteam\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"http:\/\/depts.washington.edu\/paceteam\/wp-json\/wp\/v2\/comments?post=18"}],"version-history":[{"count":6,"href":"http:\/\/depts.washington.edu\/paceteam\/wp-json\/wp\/v2\/pages\/18\/revisions"}],"predecessor-version":[{"id":114,"href":"http:\/\/depts.washington.edu\/paceteam\/wp-json\/wp\/v2\/pages\/18\/revisions\/114"}],"wp:attachment":[{"href":"http:\/\/depts.washington.edu\/paceteam\/wp-json\/wp\/v2\/media?parent=18"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}