Tuesday, September 26, 2000
The University Daily Kansan
Section B • Page 7
School of Engineering lacks female students
Special to the Kansan
By Leah Shaffer
Lindsay Robbins may be one of only a handful of female students in her mechanical engineering classes, but that hasn't stopped her or other women from continuing to pursue their degrees from the School of Engineering.
On a national average, the number of women pursuing degrees in engineering lags behind men in comparison with other mators.
At the University of Kansas, women represent 18.3 percent of the School of Engineering according to Spring 2000 enrollment, Robbins, Olathe sophomore, is majoring in mechanical engineering and is reminded daily of that fact, often
being just one of two girls in some of her large classes.
According to Spring 2000 enrollment, she is one of eight women out of 185 undergraduates in her field. Rather than letting that fact bother her, she said she liked the subjects she pursued in this male-dominated field.
She said to major in engineering, a person had to be proficient in math and physics.
"The hardest thing is getting over stereotypes, thinking you'll come here and it will be an all male-dominated boy's club. Once you are in the school, it is no different; you just get used to having
"I'm a math brain," Robbins said. "When I see the world, all I see are a bunch of math and physics problems."
Erin Anthony, fifth-year architectural engineering student, said she thought the field could be intimidating for women.
lots of guys in your classes.
"A lot of times, they don't try as hard
Jenelle Marsh coordinator, women's engineering programs
in math and sciences that are not quite perceived as a 'girl field,'" Anthony said.
Jenelle Marsh, Lawrence graduate student in civil engineering and coordinator of Women's Engineering Programs, said she would like to even the score a bit for women.
"The hardest thing is getting over stereotypes, thinking you'll come here and it will be an all male-dominated boy's club," Marsh said. "Once you are in the school, it is no different; you just get used to having lots of guys in your classes."
As one of her duties, Marsh coordinates Project Discovery, a week-long summer camp for high school girls dur
ing which they get a chance to explore the varving fields of engineering.
Another event that Marsh organizes is "An Evening with Industry," a corporate dinner with the Society of Women Engineers. Companies donate money for this event, sponsor tables and have dinner to socialize and scope out new talent.
For women and minorities, there also is a large scholarship base to entice the indecisive undergraduate into the engineering program.
Anthony said although trying to complete her engineering degree was hard, she got a lot out of it.
"You get a challenge but you get a sense of accomplishment," Anthony said.
— Edited by J. R. Mendoxa
Four-year degrees increasingly rare
Continued from page 1B
David Ambler, vice chancellor of student affairs, said that a 1994 study on how students financed their college educations showed 74.3 percent of KU undergraduates worked while at the University.
"We did find that for freshman students who worked over 21 hours a week, it had a negative impact on their GPA and their involvement on campus," he said.
Ambler said he did not think working, in itself, was an impediment to graduating in four years, and that having a job could actually help a student complete his or her degree.
Ambler said that graduation statistics were skewed somewhat when majors that require five years to complete a degree were included.
"Work doesn't tend to restrict participation until it gets over 21 hours," he said. "There's so many other factors that determine whether a student graduates in four years. In many other studies we've done, working is frequently a positive toward completing your degree."
"Those factors and changing majors probably contribute to a student staying beyond the traditional four years more than a student who works," he said.
Jen Kissel, Stilwell senior, is in the
school of education — which is a five-year program. Kissel said she knew coming into the University that she was going to take five years, and it really didn't bother her.
"I assumed I'd be here longer than four years, and besides, I hadn't heard of anyone getting out in four years," she said.
Other majors, such as architecture and pharmacy, also take more than four years to finish.
Changing majors can also run up the calendar.
Heather Jewell, Jetmore senior, was in the School of Education for a semester before deciding she would rather get a B.G.S in the theater. As a freshman, she had intended to double major in English and theater. Jewell said that switching majors twice delayed her graduation. She received her degree this spring after six years at KU.
"Classes I had taken in CLAS wouldn't transfer to the School of Education," she said. "The transferring from CLAS to the School of Education made me have a lot of credits that weren't worth anything. If I had come into the University knowing I was just going to be a theater major, I probably would have gotten out in four years."
Transfer students also experience the frustration of credit hours that won't transfer, sometimes losing a
semester or two.
Lisa Donnelly, Lawrence senior attended the University of San Diego her freshman year and transferred to KU her sophomore year. Donnelly said that different general education requirements could require her to stay longer.
Still other students cannot blame anything or anybody but themselves.
"It'll probably tack on maybe a semester," she said. "I don't think it's a race to get through"
Rachel Henry, Liberty, Mo., senior, admitted that her study habits during her freshman year would lead to a six-year stay for an education degree.
"My freshman year I went a little crazy, partyed too much and didn't study," she said. "I got put on academic probation. Ever since my freshman year, I've been paying for my mistakes of partying."
Tom Erb, professor of teaching and leadership, said the norm of graduating in four years stemmed from a time when fewer students attended college.
"The expectation for four-year graduation goes back a long time," he said. "I think it was more common earlier in the century than it is now. As we've expanded the percentage of the population that goes on to college, we've also expanded the number of students who have to work to pay for college. When you consider that, the expectation to graduate in four years is less and less."
Yet many students think taking longer to graduate can be beneficial.
Rogovine said the experience he was getting in his major made up for how long it would have taken him to graduate.
"By being here as long as I have been, I've gotten involved with a lot of extracurriculars that have to do with want I want to do in real life, which is live theater," he said. "I'm in a learning environment that I would have to scratch and fight for in the professional world."
Champion agreed.
"I don't think it's a race to get through," he said. "We need to start producing people who are fully educated and are masters of their degree, instead of people who have just graduated with a degree."
Despite the numbers and despite the obstacles, Carlin said it was possible to graduate in four years.
"The goal is to sit down and figure out how you can get out in the shortest period of time and do the things you need to do," she said. "It can be done. We tell parents all those reasons why students don't get out, and it's not because it's impossible."
Continued from page 1B
Nguyen's choice to start an online business was a simple decision — his hobby turned into his career.
"I was introduced to the Internet and was intrigued by it," he said. "I found it easy, and it allowed individuals to express themselves. I wanted to be a part of that."
He said getting his business up and running wasn't too challenging.
"It doesn't take too much to start up a site — the most demanding aspect is time," he said. "Everything that I know about the Internet was self-taught."
Before Charma and his partners launched Digital Evolution, they were trying to find money to support their venture. After a few months of setting up contacts, they were able to access this money from investors who provided them with seed capital.
"Getting started wasn't easy, but it's rewarding." Charma said.
For both businesses, most of the profit comes from consultation, licensing and the work they provide for the business.
"With the Internet, a lot of my business comes through word of
mouth, referring services and personal contacts." Neuvan said.
He also said that the key for people interested in pursuing an online business career was to be motivated, choose something enjoyable and always be aware of what's on the technological forefront. If not, the online business process could fall behind.
"An online business is a risky endeavor," Charma said. "It takes hard work, many sleepless nights. Trust your instincts."
Charma said the relationship with your business partners must have an inherent trust.
Dale Hazlett, one of his partners, recommended reading a lot about the industry and market prospective business owners were interested in.
"You want to be knowledgeable, so be prepared to discuss anything about the market you want to enter," he said.
Charna added that business was still business.
"No matter how the much the Internet has changed everything, it hasn't changed the fundamentals of business," he said.
— Edited by Kimberly Thompson
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