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View Resource The WISE Summer Bridge Program: Assessing Student Attrition, Retention, and Program Effectiveness

This paper describes the Women in Applied Science and Engineering (WISE) Summer Bridge Program at Arizona State University. The program is designed to prepare incoming female students for the transition from high school to the College of Engineering and Applied Science. In 2000, the participants from the previous three years were surveyed and the results indicated that the WISE Bridge Program...

View Resource Playing an Action Video Game Reduces Gender Differences in Spatial Cognition

This paper from Jing Feng, Ian Spence and Jay Pratt discusses gender differences in spatial cognition. The team "found that playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability, a higher-level process in spatial cognition." Two spatial reasoning experiments are described in the...

View Resource A Plea for Spatial Literacy

This report from Nora Newcombe, which originally appeared in the Chronicle of Higher Education, looks at the importance of spatial reasoning. The author makes the argument that education in the United States should focus more heavily on improving student spatial skills, as these skills are widely applicable, particularly in respect to the STEM disciplines. She also discusses sex and socioeconomic...

View Resource Gender Differences in Spatial Reasoning Skills and their Effects on Success and Retention in Engineering Programs

This presentation from Sheryl A. Sorby of Michigan Technological University discusses gender differences in spatial reasoning skills, and the effects of these differences on success and retention in engineering programs. Sorby asks the question: If spatial skills are critical to success in engineering, will women who lack these skills become discouraged and drop out of engineering as a result?...

View Resource The Effects of a Four Week Summer Bridge Program

This paper describes the results of the pre and post mathematics test administered to student participants of the 2001 Summer Bride Program at the University of New Mexico. This program was sponsored by the Minority Engineering program at the university. Results showed that there was an increase in the initial math placement of approximately 43% of the students.

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