Program assessment is a valued part of the culture and operating practices of the Program for Women in Science and Engineering. WiSE uses a variety of qualitative and quantitative assessment strategies for program improvement and to assess progress on achieving objectives. The links below include a sampling of some significant programmatic assessments, institutional measures, and state/national data related to women in STEM.
WiSE Annual Reports
ISU Enrollment of Women in Science, Technology Engineering and Math Majors
- Enrollment data maintained by the Office of the Registrar (that disaggregates data by gender at the degree program level).
- Undergraduate and professional enrollment of women in STEM fields maintained by WiSE.
B.S. Degrees Awarded to Women in Science, Technology Engineering and Math Fields
Number of B.S. Degrees Awarded to Women in STEM fields by college at Iowa State University, 1996-2016
WiSE Selected Assessment Information:
- Retention Data on WiSE First-year Learning Communities (2016)
- Program Review
- Outreach Program Needs Assessment (2009)
- Report/Recommendations from External Review Team (2005)
Selected ISU Research and Reports:
- Status of Women at Iowa State University, Presented by the Status of Women Subcommittee of the University Committee on Women.
Selected Iowa Research and Reports:
- Report to Iowa Legislature on Status of Women and Minorities in STEM
- Report of the 2012 National Survey of Science and Mathematics Education
- Reports and news from the Office of Science and Technology Policy
Selected National Research and Reports:
- National Science Foundation
- American Society of Engineering Education
- Hill, Catherine, Christianne Corbett, and Andresse St Rose. Why So Few? Women in Science, Technology, Engineering and Mathmatics, American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036, 2010.
- Fouad, Nadya A., Romila Singh, and Mary E. Fitzpatrick. "Stemming the tide: Why women leave engineering." University of Wisconsin-Milwaukee, Final report from NSF Award 827553 (2011).