A Methodological Roadmap for Phenomenologically Based Interviewing in
                        Engineering Education: Identifying Types of Learning in Makerspaces

Tomko, Megan; Aleman, Melissa Wood; Newstetter, Wendy C.; Linsey, Julie; Nagel, Robert L.

doi:10.21061/see.32

Cited by 5 publications

(5 citation statements)

References 28 publications

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“…Phenomenological research approaches have become more popular in EER, and methodological toolkits have been published to increase understanding and applied knowledge of the phenomenology. An example in 2022 has been provided by Tomko et al [11] who developed a methodological roadmap for phenomenologically based interviewing in engineering education.…”

Section: Discussionmentioning

confidence: 99%

“…Several researchers [2,6,8,9] have encouraged increased use of theoretical frameworks in engineering education scholarship to foster a professional field that is more inclusive and diverse. In this sense, it is relevant to develop conceptual approaches that address women's lived experiences in the male-dominated world of engineering [1,[7][8][9][10][11].…”

Section: Methodsmentioning

confidence: 99%

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An argument for incorporating sociological approaches into phenomenological analyses in engineering education research

Moreno¹,

Chance²,

Bowe³

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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Despite numerous research studies that have examined why women are underrepresented in engineering education programmes, the phenomenon is still not fully understood, and no effective general solutions have been found. In this context, analysing women’s experiences in engineering education can provide insights regarding the evolution of the students’ learning strategies and socialization processes as well as contextual factors that influence their choice to persist in or leave their courses. This paper explores the pertinence of enhancing phenomenological analyses conducted in engineering education research by incorporating sociological perspectives, drawing on sociological studies that explore the relationship between gender, STEM education and persistence in STEM courses. The aim is to contribute to building a conceptual framework that, on the one hand, captures lived experience in engineering education and, on the other hand, analyses the social settings around engineering itself, i.e., the objectively significant circumstances, that condition female students’ attitudes, behaviours, and expectations towards persisting or not in engineering courses. Conclusions suggest the conceptual framework around subjectively meaningful experiences, proposed by Alfred Schutz, who followed the phenomenological school of thought initiated by Edmund Husserl, might be useful in understanding not only (a) the representations of the subjective social world for women in engineering education (that induces feelings of identification, security, symbolic values, and ultimately social actions), but also (b) the intersubjective social system that structures daily life, legitimizes behavioural patterns, assigns roles, and defines group membership along education in engineering. Expanding engineering education researchers’ conceptions of phenomenology, to consider more of the structural issues that influence women’s experiences and choices, can help generate increasingly meaningful research findings.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

An argument for incorporating sociological approaches into phenomenological analyses in engineering education research

Moreno¹,

Chance²,

Bowe³

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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“…Interviews resulted in a total of 756 pages of single-spaced transcripts. The methodological process as applied for data collection is detailed in Studies in Engineering Education [33].…”

Section: Methodsmentioning

confidence: 99%

“…Each of these nine students participated in three 90-minute long phenomenologically based interviews [33,34]. The goal of the phenomenologically based interviews was for the participants to reflect on their making experience, with each of the three interviews focusing on a specific aspect of their lived experiences toward becoming an engineering student and maker.…”

Section: Semi-structured Interviewsmentioning

confidence: 99%

Exploring engineering students’ reflections of their childhood experiences: The intersection of structure and curiosity

Nagel,

Aleman,

Higgins

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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majoring in Engineering and she is currently in the engineering leadership program. As an undergraduate research assistant, her scholarship focuses on K-12 pathways into engineering and STEM disciplines. She is trained to work with individuals diagnosed with special needs including ASD, ADHD, ADD, and ODD and has extensive experience creating scaffolded lessons to engage and interact with children with these diagnosis. Higgins spends her summers teaching Engineering Design to over 200 campers with social and emotional learning challenges. Following graduation, Higgins anticipates to continue researching the intersection of STEM and K-12 education while applying this knowledge to working with kids.

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“…When interviewing for this purpose, researchers aim to guide the participant to generate a first-hand account of their lived experience, in which they describe not only the content features of the experience but also in-depth accounts of how they experienced the content through emotions, immediate thoughts, or reappraisals. Specifically, the growth in framing research from the standpoint of descriptive phenomenology [45] and interpretative phenomenological analysis (IPA) [46,47] in EER has contributed to rich explorations of lived experiences among students, faculty, and professionals. IPA, in particular, challenges dominant positivist ways of knowing through its roots in phenomenological, idiographic, and hermeneutic theoretical axes [1,46].…”

Section: Interview Purposementioning

confidence: 99%

Evaluating the quality of interviews with a process-based, self-reflective tool

Brooks,

Huff

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Engineering and member of the Beyond Professional Identity lab at Harding University. Her current research is using interpretative phenomenological analysis to understand well-being and experiences with professional shame among engineering faculty. She is also part of a research team investigating contextspecific affordances and barriers faculty face when adopting evidence-based instructional practices in their engineering courses. Amy's research interests meet at the intersection of sustainable and resilient infrastructure, emotions in engineering, and engineering identity formation.

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A Methodological Roadmap for Phenomenologically Based Interviewing in Engineering Education: Identifying Types of Learning in Makerspaces

Abstract: Tomko et al. Studies in Engineering Education 102 Tomko et al. Studies in Engineering Education (Meyer, 2018). Men occupy 81% of the maker movement, and women makers are an underrepresented and understudied population.

Cited by 5 publications

References 28 publications

An argument for incorporating sociological approaches into phenomenological analyses in engineering education research

An argument for incorporating sociological approaches into phenomenological analyses in engineering education research

Exploring engineering students’ reflections of their childhood experiences: The intersection of structure and curiosity

Evaluating the quality of interviews with a process-based, self-reflective tool

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