Discusses some impacts of the recent increase in female engineering graduates. (MLH)

A two-year longitudinal study of men and women entering the College of Engineering at Cornell University shows that there was no indication that statistically significant differences in attitudes were followed by behaviors which had a notable impact on the institution, as measured by academic performance, attrition, or field selection. (MLH)

Discusses various activities at Nashville State Technical Institute to encourage women to enter engineering technology. These include receptions, in-service discussions, rap sessions, employment of women faculty, female recruitment, and publication of a special issue of the Institute's monthly publication ("Print-Out") for women. (JN)

Engineering and engineering education have continually faced a problem regarding quantity, quality, and equity (the traditional three-edged sword). Each of these three areas is defined and discussed. Suggests that these areas can be controlled only by anticipating the challenges of the next two decades. (JN)

Discusses a survey intended to clarify the characteristics of the women students who are now entering engineering schools. The population consisted of all engineering freshmen who entered one of 42 selected schools during the 1975 fall term. (MLH)

Interviews with engineering freshmen show they are drawn to the profession by specific common interests, but their notion of what engineering actually entails remains hazy. (Author/BB)

Discusses a survey of the techniques used by 29 engineering colleges to recruit and keep women engineering students. (MLH)

Describes recruitment efforts aimed at attracting women students to the engineering technology program at the University of Arkansas at Little Rock. Discusses five activities undertaken: (1) secondary school visits; (2) counselor's workshops; (3) women's day programs; (4) literature packets; and (5) follow-up surveys. Women's enrollment is 16…

A program is described which helps to introduce guidance counselors to technical career opportunities for women. (BB)

Presents data broken down by curriculum and degree for four levels of engineering and four technology programs. Totals for women and minorities are offered by curriculum and three levels of degree. Summary tables are provided for past years. (MLH)

Describes a four-week summer program designed to attract women into the engineering curriculum and ultimately into an engineering career. (MLH)

Surveyed engineering technology (ET) students (N=1306) to determine the percentage and characteristics of men and women enrolled in ET programs. Areas examined included: (1) recruitment; (2) family background; (3) academic background, attitudes, achievement, expectations, and goals; (4) extracurricular and cultural activities; and (5) choice of…

Reports total 1983 graduate and undergraduate engineering enrollment as well as enrollment by curriculum and for women, minorities, and foreign national students. Includes a 10-year summary (Fall 1974-1983) of engineering enrollment. Indicates that graduate enrollment continued a gradual upward trend while freshmen enrollment fell. (JN)

Summarizes a survey on bachelor's, master's, and doctoral engineering degrees awarded in 1983. Data on women, minority, and foreign student degrees are included. Tables listing states with most engineering degrees, schools with most engineering degrees, and engineering degrees by school and degree level are also included. (JN)

Summarizes data from a 1980 survey of the Engineering Manpower Commission of the American Association of Engineering Societies. Reports numbers of Bachelor's, Master's, and Ph.D. awards to engineering and technology graduates; also degrees granted to women and minorities. (CS)