The influence of project sequencing on diversity-related aspects of self-selecting teams in engineering education

This research project will follow up on a previous award-winning research study to understand and describe the experiences of female engineering students engaged in collaborative learning, in formal and informal settings, including Project-Based Learning (PBL). This new study will assess the extent to which the timing (in the semester) of when teams self-select their members influences the level of diversity among team members. The project will employ a mixed-methods approach, statistically analyzing prior data on team composition, collecting individual and focus group interview data from engineering students engaged in robotics/coding projects, and analyzing the data qualitatively.

Excellent school GPA, very good use of the English language, clear interest in educational research, and having conducted prior research is a plus.

Self Funded (Scholarship not available. Fees & Materials to be paid by the student. Materials costs not significant)

If you are interested in submitting an application for this project, please complete an Expression of Interest