Gender dynamics : a case study of role allocation in engineering education
- Authors: Von Solms, S. , Nel, H. , Meyer, J.
- Date: 2017
- Subjects: Gender Dynamics , Engineering , Engineering education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/245383 , uj:25414 , Citation: Von Solms, S., Nel, H. & Meyer, J. 2017. Gender dynamics : a case study of role allocation in engineering education.
- Description: Abstract: The underrepresentation of women in engineering remains a problem till this day where women made up 4% of its registered professional engineers in South Africa in 2014. The experience of women engineers in industry and women students in engineering courses can play a significant role in their decision to remain in engineering or pursue a different career path. The investigation of gender dynamics in small groups of engineering students, specifically focusing on the participation and role allocation of women students, can shed light on the experiences of women students in the engineering education environment. This study shows that, although women engineering students are still in the minority in engineering courses, many are active participators in groups and fulfil leadership roles in those groups.
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Reflective learning in engineering education : a case study of Shell Eco- Marathon
- Authors: Von Solms, S. , Nel, H.
- Date: 2017
- Subjects: Reflective learning , STEM education , project-based learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/256898 , uj:26976 , Citation: Von Solms, S. & Nel, H. 2017. Reflective learning in engineering education : a case study of Shell Eco- Marathon.
- Description: Abstract: Globally, universities are reinventing STEM education where traditional classroom methods are substituted or supplemented with practical learning methods such as problem-based learning and project-based learning. Another method, not often employed in STEM, is learning through reflection. This paper presents a case study where a group of engineering students participated in an international competition, the Shell Eco-Marathon, and partook in reflective learning before and after the event. The results indicate that students who learn through reflection value the inclusion of project-based learning in their curricula, which emphasizes the importance of this study for the future of engineering education.
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