Creating Gender Inclusive Engineering and Science Classes - Establishing Baseline Experiences, Perceptions and Practices

Research output: Chapter in Book/Conference paperConference paper

Abstract

This paper presents the initial stages of a research project aimed at enhancing gender inclusivity in engineering and science classes. Using a dual approach of 'studying up' and 'studying down' baseline data of students' experiences and perceptions and practices of teaching staff relating to gender inclusion in teamwork was established. Four elements of teamwork in which educators can influence the inclusion of student teamwork: Team formation, team roles, team facilitation and student experiences, and assessment and evaluation, identified by Beddoes & Panther (2017, 2018), provide a framework for data collection and analysis. Student experiences were collected through survey and focus group discussion. Semi-structured interviews explored teaching staff perspectives. Analysis highlights an incongruity between students' gendered experience of team work and staff perceptions. The findings contribute to the understanding of gendered dynamics with engineering and science classes.

Original languageEnglish
Title of host publicationProceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections
EditorsBruce Kloot
Place of PublicationSouth Africa
PublisherResearch in Engineering Education Network
Pages292-301
Number of pages10
ISBN (Electronic)9780799226003
Publication statusPublished - 2019
Event8th Research in Engineering Education Symposium 2019 - Cape Town, South Africa
Duration: 10 Jul 201912 Jul 2019

Publication series

NameProceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections

Conference

Conference8th Research in Engineering Education Symposium 2019
CountrySouth Africa
CityCape Town
Period10/07/1912/07/19

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