Here you have to be mixing: collaborative learning on an engineering program in Ireland as experienced by a group of young Middle Eastern women

Chance, Shannon; Williams, Bill

doi:10.1109/educon45650.2020.9125207

Cited by 2 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Funding for data collection was provided by the European Union via FP7-PEOPLE-2013-IIF (629388, REESP) and H2020-MSCA-IF-2016 (747069, DesignEng). While portions of this text previously appeared in publications by Chance and Williams [11,12,13], this paper synthesizes and extends our prior work.…”

Section: Acknowledgmentsupporting

confidence: 66%

“…We interpret how their narratives might inform student support, team formation, and content delivery. Essentially this paper summarizes findings reported by Chance and Williams [11,12,13] and literature generated via a special focus issue of IEEE Transactions in Education guest edited by Chance, Bottomly, Panetta, and Williams [14].…”

Section: Context and Design Of The Studymentioning

confidence: 81%

“…This section and the following one synthesize findings we reported in more detail in previous publications [11,12,13] and include quotations from participants where relevant.…”

Section: Addressing the Research Questionsmentioning

confidence: 97%

See 2 more Smart Citations

Studying Engineering Abroad: Intersectionality and Student Support

Chance

Williams²,

Direito

2021

2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)

Self Cite

View full text Add to dashboard Cite

What is it like to study engineering in Ireland when you are female and you come from somewhere far away, in the Middle East, which has different social customs and norms? What is your lived experience? What aspects of the experience are common to Middle Eastern women across your course? As education researchers, we aim to understand the essence of the experience these foreign women have had studying engineering in Ireland-what life has been like for them and what unique challenges they have faced that may be invisible to us as instructors. This article reports preliminary analysis of 13 interviews that we conducted with eight women from Kuwait and Oman during their first three years studying engineering in Ireland. It is geared toward educators-teachers, administrative staff, and support providers-who want to better understand the experiences and perspectives of international students. The paper culminates with advice distilled from literature and our own analyses regarding how to support students working in groups, with an eye toward helping international students achieve success and feel supported and included.

show abstract

Section: Acknowledgmentsupporting

confidence: 66%

Section: Context and Design Of The Studymentioning

confidence: 81%

See 1 more Smart Citation

Studying Engineering Abroad: Intersectionality and Student Support

Chance

Williams²,

Direito

2021

2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)

Self Cite

View full text Add to dashboard Cite

show abstract

Emotions in engineering education: A configurative meta‐synthesis systematic review

Lönngren,

Bellocchi,

Berge

et al. 2024

J of Engineering Edu

View full text Add to dashboard Cite

BackgroundThe study of emotions in engineering education (EEE) has increased in recent years, but this emerging, multidisciplinary body of research is dispersed and not well consolidated. This paper reports on the first systematic review of EEE research and scholarship.PurposeThe review aimed to critically assess how researchers and scholars in engineering education have conceptualized emotions and how those conceptualizations have been used to frame and conduct EEE research and scholarship.Scope/MethodThe systematic review followed the procedures of a configurative meta‐synthesis, mapping emotion theories and concepts, research purposes and methods, and citation patterns in the EEE literature. The review proceeded through five stages: (i) scoping and database searching; (ii) abstract screening, full text sifting, and full text review; (iii) pearling; (iv) scoping review, and (v) in‐depth analysis for the meta‐synthesis review. Two hundred and thirteen publications were included in the final analysis.ResultsThe results show that the EEE literature has not extensively engaged with the wide range of conceptualizations of emotion available in the educational, psychological, and sociological literature. Further, the focus on emotion often seems to have been unintentional and of secondary importance in studies whose primary goals were to study other phenomena.ConclusionsMore research adopting intentional, theorized approaches to emotions will be crucial in further developing the field. To do justice to complex emotional phenomena in teaching and learning, future EEE research will also need to engage a broader range of conceptualizations of emotion and research methods, drawing on diverse disciplinary traditions.

show abstract

Here you have to be mixing: collaborative learning on an engineering program in Ireland as experienced by a group of young Middle Eastern women

Cited by 2 publications

References 4 publications

Studying Engineering Abroad: Intersectionality and Student Support

Studying Engineering Abroad: Intersectionality and Student Support

Emotions in engineering education: A configurative meta‐synthesis systematic review

Contact Info

Product

Resources

About