Forbes, M. H., & Bielefeldt, A. R., & Sullivan, J. F. (2016, June), Implicit Bias? Disparity in Opportunities to Select Technical versus Non-Technical Courses in Undergraduate Engineering Programs  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25598

\bibitem{asee_peer_25598}
  Forbes, M. H., \& Bielefeldt, A. R., \& Sullivan, J. F. (2016, June), \emph{Implicit Bias? Disparity in Opportunities to Select Technical versus Non-Technical Courses in Undergraduate Engineering Programs}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25598

Marissa H. Forbes, Angela R Bielefeldt, and Jacquelyn F. Sullivan.  "Implicit Bias? Disparity in Opportunities to Select Technical versus Non-Technical Courses in Undergraduate Engineering Programs".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://strategy.asee.org/25598 Internet.  22 Jul, 2024

\bibitem{asee_peer_25598}
  Marissa H. Forbes, Angela R Bielefeldt, and Jacquelyn F. Sullivan.
  "Implicit Bias? Disparity in Opportunities to Select Technical versus Non-Technical Courses in Undergraduate Engineering Programs".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://strategy.asee.org/25598 Internet.  22 Jul, 2024

@INPROCEEDINGS{asee_peer_25598
author = "Marissa H. Forbes, Angela R Bielefeldt, and Jacquelyn F. Sullivan"
title = "Implicit Bias? Disparity in Opportunities to Select Technical versus Non-Technical Courses in Undergraduate Engineering Programs"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/25598}
number = {10.18260/p.25598}
}

TY  - CPAPER
AB  - Undergraduate engineering students are commonly afforded minimal opportunities to choose their courses as compared to their non-engineering peers on campus. In addition, many engineering programs restrict students’ limited curricular choices to courses that are heavily skewed to be technical in nature, further limiting students’ ability to realize a broad and balanced college education. This study extends the work of understanding course choice opportunity in engineering education by exploring the opportunities that students in U.S. News & World Report top-ranked and ABET-accredited engineering programs are afforded to choose their technical versus non-technical courses. Coursework for each of 103 programs across chemical, civil, electrical, and mechanical engineering disciplines was characterized as technical (engineering, math and natural science) or non-technical using the 2013-14 online university catalog. The programs commonly afforded students the opportunity to choose the bulk of their (limited) non-technical coursework—a median of 88%—compared to 27% of their required technical courses. Though some choice is necessary to satisfy students’ innate psychological need for autonomy, too much choice is detrimental, and providing choice in a balanced manner is essential. More work is needed to better understand the optimal integration of psychologically gratifying course choice opportunity into engineering degree programs, including the psychological implications of the comparative rigidity and prescription that students encounter in their engineering, math, and natural science course selections, and comparative sovereignty over their non-technical courses.
AU  - Marissa H. Forbes
AU  - Angela R Bielefeldt
AU  - Jacquelyn F. Sullivan
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Implicit Bias? Disparity in Opportunities to Select Technical versus Non-Technical Courses in Undergraduate Engineering Programs
UR  - https://strategy.asee.org/25598
DO  - 10.18260/p.25598
ER  -