Exploring gender dynamics in collaborative learning in engineering education: Preliminary analysis of women students' experiences in Ireland (#1094)

Authors

Cruz Moreno, Sandra Ireri

Chance, Shannon

Bowe, Brian

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.