Explorando dinámicas de género en el aprendizaje colaborativo en la enseñanza de ingeniería

S I Cruz-Moreno; Shannon M. Chance; B Bowe

doi:10.18687/LACCEI2024.1.1.1094

Explorando dinámicas de género en el aprendizaje colaborativo en la enseñanza de ingeniería

Translated title of the contribution: Exploring gender dynamics in collaborative learning in engineering education: Preliminary analysis of women students' experiences in Ireland

S I Cruz-Moreno
, Shannon M. Chance
, B Bowe

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

A fundamental skill sought to be strengthened in engineering professionals is the ability to work in a team. Gradually, pedagogies centered on problem-based or project based learning (PBL) have been incorporated into the curricula of engineering programs with the aim of promoting collaboration and critical thinking. Although PBL can be a beneficial approach to foster students' cognitive abilities and promote their group integration, its implementation may pose challenges for female students due to their minority status in the engineering field and the persistence of gender stereotypes.
This article describes part of an ongoing research project that examines the experiences of female engineering students and assesses the extent to which collaborative learning methods have supported their education. Our contribution provides a phenomenological analysis based on a longitudinal dataset composed of 42 interviews with 22 university students. The results obtained allow for a reassessment of the effectiveness of certain collaborative learning and teamwork practices, with the aspiration of promoting greater participation of women in engineering.

Translated title of the contribution	Exploring gender dynamics in collaborative learning in engineering education: Preliminary analysis of women students' experiences in Ireland
Original language	Spanish
Title of host publication	Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology
Subtitle of host publication	Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024
ISBN (Electronic)	9786289520781
DOIs	https://doi.org/10.18687/LACCEI2024.1.1.1094
Publication status	Published - 1 Jan 2024

Publication series

Name	Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology
ISSN (Electronic)	2414-6390

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 5 Gender Equality

Keywords

Collaborative learning
gender gap
phenomenology
teamwork
women in engineering

Access to Document

10.18687/LACCEI2024.1.1.1094

Contribution_1094_final_aFinal published version, 414 KB

Cite this

Cruz-Moreno, S. I., Chance, S. M., & Bowe, B. (2024). Explorando dinámicas de género en el aprendizaje colaborativo en la enseñanza de ingeniería. In Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024 (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology). https://doi.org/10.18687/LACCEI2024.1.1.1094

Cruz-Moreno, S I ; Chance, Shannon M. ; Bowe, B. / Explorando dinámicas de género en el aprendizaje colaborativo en la enseñanza de ingeniería. Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. 2024. (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology).

@inproceedings{876dcdacb661447e8dca1e10366055b0,

title = "Explorando din{\'a}micas de g{\'e}nero en el aprendizaje colaborativo en la ense{\~n}anza de ingenier{\'i}a",

abstract = "A fundamental skill sought to be strengthened in engineering professionals is the ability to work in a team. Gradually, pedagogies centered on problem-based or project based learning (PBL) have been incorporated into the curricula of engineering programs with the aim of promoting collaboration and critical thinking. Although PBL can be a beneficial approach to foster students' cognitive abilities and promote their group integration, its implementation may pose challenges for female students due to their minority status in the engineering field and the persistence of gender stereotypes. This article describes part of an ongoing research project that examines the experiences of female engineering students and assesses the extent to which collaborative learning methods have supported their education. Our contribution provides a phenomenological analysis based on a longitudinal dataset composed of 42 interviews with 22 university students. The results obtained allow for a reassessment of the effectiveness of certain collaborative learning and teamwork practices, with the aspiration of promoting greater participation of women in engineering. ",

keywords = "Collaborative learning, gender gap, phenomenology, teamwork, women in engineering",

author = "Cruz-Moreno, \{S I\} and Chance, \{Shannon M.\} and B Bowe",

year = "2024",

month = jan,

day = "1",

doi = "10.18687/LACCEI2024.1.1.1094",

language = "Spanish",

series = "Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology",

booktitle = "Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology",

}

Cruz-Moreno, SI, Chance, SM & Bowe, B 2024, Explorando dinámicas de género en el aprendizaje colaborativo en la enseñanza de ingeniería. in Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology. https://doi.org/10.18687/LACCEI2024.1.1.1094

Explorando dinámicas de género en el aprendizaje colaborativo en la enseñanza de ingeniería. / Cruz-Moreno, S I; Chance, Shannon M.; Bowe, B.
Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. 2024. (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Explorando dinámicas de género en el aprendizaje colaborativo en la enseñanza de ingeniería

AU - Cruz-Moreno, S I

AU - Chance, Shannon M.

AU - Bowe, B

PY - 2024/1/1

Y1 - 2024/1/1

N2 - A fundamental skill sought to be strengthened in engineering professionals is the ability to work in a team. Gradually, pedagogies centered on problem-based or project based learning (PBL) have been incorporated into the curricula of engineering programs with the aim of promoting collaboration and critical thinking. Although PBL can be a beneficial approach to foster students' cognitive abilities and promote their group integration, its implementation may pose challenges for female students due to their minority status in the engineering field and the persistence of gender stereotypes. This article describes part of an ongoing research project that examines the experiences of female engineering students and assesses the extent to which collaborative learning methods have supported their education. Our contribution provides a phenomenological analysis based on a longitudinal dataset composed of 42 interviews with 22 university students. The results obtained allow for a reassessment of the effectiveness of certain collaborative learning and teamwork practices, with the aspiration of promoting greater participation of women in engineering.

AB - A fundamental skill sought to be strengthened in engineering professionals is the ability to work in a team. Gradually, pedagogies centered on problem-based or project based learning (PBL) have been incorporated into the curricula of engineering programs with the aim of promoting collaboration and critical thinking. Although PBL can be a beneficial approach to foster students' cognitive abilities and promote their group integration, its implementation may pose challenges for female students due to their minority status in the engineering field and the persistence of gender stereotypes. This article describes part of an ongoing research project that examines the experiences of female engineering students and assesses the extent to which collaborative learning methods have supported their education. Our contribution provides a phenomenological analysis based on a longitudinal dataset composed of 42 interviews with 22 university students. The results obtained allow for a reassessment of the effectiveness of certain collaborative learning and teamwork practices, with the aspiration of promoting greater participation of women in engineering.

KW - Collaborative learning

KW - gender gap

KW - phenomenology

KW - teamwork

KW - women in engineering

UR - https://www.scopus.com/pages/publications/85203813812

U2 - 10.18687/LACCEI2024.1.1.1094

DO - 10.18687/LACCEI2024.1.1.1094

M3 - Conference contribution

T3 - Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology

BT - Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology

ER -

Cruz-Moreno SI, Chance SM, Bowe B. Explorando dinámicas de género en el aprendizaje colaborativo en la enseñanza de ingeniería. In Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. 2024. (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology). doi: 10.18687/LACCEI2024.1.1.1094

Explorando dinámicas de género en el aprendizaje colaborativo en la enseñanza de ingeniería

Abstract

Publication series

UN SDGs

Keywords

Access to Document

Fingerprint

Cite this