June 15, 2019
June 15, 2019
June 19, 2019
Doctoral education can be a challenging and overwhelming journey for many graduate students. Engineering Education as an emerging interdisciplinary field welcomes diverse students in terms of race, ethnicity, gender, nationality, sexual orientation, ability, and language. Therefore, the experiences and needs of engineering education graduate students’ are varied. Their diverse needs require equally diverse support structures. We are a group of engineering education students and alumni who share the experience of speaking English as a second language (ESL). Using a duoethnographical approach, we aim to reflect on our doctoral journey in engineering education and highlight the challenges we went through and the strategies used to overcome them. We are taking the positionality of “researcher to participant”, to examine our experiences. Our challenges and strategies are centered about experiences with cultural differences, identity formation, language barriers, and the expectations from ourselves and our broader engineering education community. This study intends to convey a message to other ESL graduate students a message of solidarity in their own doctoral journey. The findings of our study can also highlight the approaches that other ESL students can take to help them overcome the challenges that they may face. In the end, the findings of this study can inform policymakers and school administrators about the ways they can support their ESL students.
Ehsan, H., & Sanchez-Pena, M. L., & Ebrahiminejad, H., & Al Yagoub, H. A. (2019, June), Capturing the Experiences of ESL Graduate Students in Engineering Education Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32497
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