Shannon Gilmartin

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== About  ==
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[[Image:ShannonG.jpg|frame|right|180px|Shannon Gilmartin]] <br>
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[[Image:Shannon2.jpg|frame|right]]  
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== Contact Information  ==
== Contact Information  ==
*Center for Design Research<br>Stanford University<br>424 Panama Mall, Bldg. 560<br>Stanford, CA 94305-2206  
*Center for Design Research<br>Stanford University<br>424 Panama Mall, Bldg. 560<br>Stanford, CA 94305-2206  
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*[mailto:sbrunhaver@stanford.edu sbrunhaver@stanford.edu]<br>
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*[mailto:sgilmartin@skganalysis.com sgilmartin@skganalysis.com]<br>
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<br>  
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== About  ==
== About  ==
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Samantha (Sam) is a Ph.D. candidate in the Department of Mechanical Engineering at Stanford. Her research focuses on early career engineering pathways and the effect of sociocognitive factors on career persistence. Samantha’s academic interests include introductory solid mechanics, design thinking, and engineering education. She has served as a teaching assistant for statics, finite element analysis, and design for manufacturing courses at Stanford. She has also been a researcher at the Center for the Advancement of Engineering Education as part of the Academic Pathways Study and is currently a member of the follow-up Engineering Pathways Study research team. <br><br>
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Shannon K. Gilmartin, Ph.D., is Director of SKG Analysis, a research consulting firm, and Consulting Associate Professor at Stanford University’s School of Engineering. Her expertise and interests focus on education and workforce development in science and engineering fields. Previous and current clients include the American Chemical Society, the Anita Borg Institute for Women and Technology, California Institute of Technology, the College of Natural Sciences and Mathematics at California State University Fullerton, the Office of the Vice Provost for Graduate Education at Stanford University, the Michelle R. Clayman Institute for Gender Research at Stanford University, and the School of Fisheries and Ocean Sciences at the University of Alaska, Fairbanks.  
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Samantha has been a co-president of the Stanford Mechanical Engineering Women’s Group since 2010 and was a founding member of the Stanford student chapter of the American Society for Engineering Education in 2009. Samantha also has industry experience working at The Procter &amp; Gamble Company and Boston Scientific. <br>
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Shannon received her B.A. at Stanford University and her M.A. and Ph.D. at UCLA, and held two postdoctoral research appointments at the California Institute of Technology and Stanford University before starting her own consulting practice. She has taught undergraduate courses at UCLA in gender, psychology, and education. Her publications appear in Academe, Journal of American College of Surgeons, Journal of Research on Adolescence, Journal of Research on Science Teaching, Journal of Women and Minorities in Science and Engineering, Men and Masculinities, Research in Higher Education, The Journal of Higher Education, and The Journal of the First-Year Experience and Students in Transition. <br>  
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== Education  ==
== Education  ==
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*Ph.D., Mechanical Engineering, Stanford University, Fall 2013 (expected)
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*Ph.D., Education, University of California, Los Angeles, 2003
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*M.S., Mechanical Engineering, Stanford University, 2010
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*M.A, Education, University of California, Los Angeles, 2000
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*B.S., Mechanical Engineering, Northeastern University, 2008 <br>
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*B.A., American Studies, Stanford University, 1994<br>
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== Publications  ==
== Publications  ==
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*Brunhaver, S. R., Lande, M., Sheppard, S. D., &amp; Carryer, J. E. (2012). Fostering an enterprising learning ecology for engineers. International Journal of Engineering Education, 28(2): 355-363.  
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*Girod, S., S.K. Gilmartin, H. Valantine, and L. Schiebinger. 2011. Academic couples: Implications for medical school faculty recruitment and retention. Journal of American College of Surgeons 212: 310-319.
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*Brunhaver, S., Eris. O., &amp; Sheppard, S. (2011). Looking at engineering students through a motivation/confidence framework. American Society for Engineering Education Annual Conference, Vancouver, Canada, June 26–29, [http://search.asee.org/search/fetch?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2FAC2011%2FASEE_AC2011_1551.pdf&index=conference_papers&space=129746797203605791716676178&type=application%2Fpdf&charset= link].  
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*Schiebinger, L., and S.K. Gilmartin. 2010. Housework is an academic issue. Academe 96: 39-44.  
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*Brunhaver, S. R., Lande, M., Sheppard, S. D., &amp; Carryer, J. E. (2011). Fostering an enterprising learning ecology for engineers. Harvey Mudd Design Workshop VIII, May 26–28.  
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*Sheppard, S.D., S.K. Gilmartin, H.L. Chen, K. Donaldson, G. Lichtenstein, Ö. Eriş, M. Lande, and G. Toye. 2010. Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES). Center for the Advancement of Engineering Education. Available at: http://www.engr.washington.edu/caee/APPLES_report.html.  
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*Brunhaver, S., Korte, R., Lande, M., &amp; Sheppard, S. (2010). Supports and barriers that recent engineering graduates experience in the workplace. American Society for Engineering Education Annual Conference, Louisville, KY, June 20–23, [http://search.asee.org/search/fetch?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F32%2FAC%25202010Full118.pdf&index=conference_papers&space=129746797203605791716676178&type=application%2Fpdf&charset= link].
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*Simard, C., A.D. Henderson, S.K. Gilmartin, L. Schiebinger, and T. Whitney. 2008. Climbing the Technical Ladder: Obstacles and Solutions for Mid-Level Women in Technology. Anita Borg Institute for Women and Technology, and the Michelle R. Clayman Institute for Gender Research at Stanford University. Available at: http://www.stanford.edu/group/gender/ResearchPrograms/TopTech/Climbing_the_Technical_Ladder.pdf
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*Gilmartin, S.K., N. Denson, E. Li., A. Bryant, and P. Aschbacher. 2007. Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students’ science identities. Journal of Research on Science Teaching 44: 980-1009.
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*Sax, L.J., S.K. Gilmartin, and A.N. Bryant. 2003. Assessing response rates and nonresponse bias in web and paper surveys. Research in Higher Education 44: 409-432.<br><br>

Latest revision as of 11:59, 15 May 2013

Shannon Gilmartin

Contents

Contact Information

About

Shannon K. Gilmartin, Ph.D., is Director of SKG Analysis, a research consulting firm, and Consulting Associate Professor at Stanford University’s School of Engineering. Her expertise and interests focus on education and workforce development in science and engineering fields. Previous and current clients include the American Chemical Society, the Anita Borg Institute for Women and Technology, California Institute of Technology, the College of Natural Sciences and Mathematics at California State University Fullerton, the Office of the Vice Provost for Graduate Education at Stanford University, the Michelle R. Clayman Institute for Gender Research at Stanford University, and the School of Fisheries and Ocean Sciences at the University of Alaska, Fairbanks.

Shannon received her B.A. at Stanford University and her M.A. and Ph.D. at UCLA, and held two postdoctoral research appointments at the California Institute of Technology and Stanford University before starting her own consulting practice. She has taught undergraduate courses at UCLA in gender, psychology, and education. Her publications appear in Academe, Journal of American College of Surgeons, Journal of Research on Adolescence, Journal of Research on Science Teaching, Journal of Women and Minorities in Science and Engineering, Men and Masculinities, Research in Higher Education, The Journal of Higher Education, and The Journal of the First-Year Experience and Students in Transition.

Education

  • Ph.D., Education, University of California, Los Angeles, 2003
  • M.A, Education, University of California, Los Angeles, 2000
  • B.A., American Studies, Stanford University, 1994

Publications

  • Girod, S., S.K. Gilmartin, H. Valantine, and L. Schiebinger. 2011. Academic couples: Implications for medical school faculty recruitment and retention. Journal of American College of Surgeons 212: 310-319.
  • Schiebinger, L., and S.K. Gilmartin. 2010. Housework is an academic issue. Academe 96: 39-44.
  • Sheppard, S.D., S.K. Gilmartin, H.L. Chen, K. Donaldson, G. Lichtenstein, Ö. Eriş, M. Lande, and G. Toye. 2010. Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES). Center for the Advancement of Engineering Education. Available at: http://www.engr.washington.edu/caee/APPLES_report.html.
  • Simard, C., A.D. Henderson, S.K. Gilmartin, L. Schiebinger, and T. Whitney. 2008. Climbing the Technical Ladder: Obstacles and Solutions for Mid-Level Women in Technology. Anita Borg Institute for Women and Technology, and the Michelle R. Clayman Institute for Gender Research at Stanford University. Available at: http://www.stanford.edu/group/gender/ResearchPrograms/TopTech/Climbing_the_Technical_Ladder.pdf
  • Gilmartin, S.K., N. Denson, E. Li., A. Bryant, and P. Aschbacher. 2007. Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students’ science identities. Journal of Research on Science Teaching 44: 980-1009.
  • Sax, L.J., S.K. Gilmartin, and A.N. Bryant. 2003. Assessing response rates and nonresponse bias in web and paper surveys. Research in Higher Education 44: 409-432.

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