This book uses ethnographic methods to understand the outcomes of English-Medium Instruction (EMI) through the lens of students. Through productive strategies used in EMI, English language learners develop their use of English outside of the university context.
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Identifying and addressing microaggressions in the everyday language of our scientific environments may be key to making our disciplines, our classrooms, our laboratories, and our conferences all professional contexts in which everyone can succeed.
Learning from Mistakes: The Effect of Students' Written Self-Diagnoses on Subsequent Problem Solving
This study highlights that an important challenge for instructors is finding the right balance between limiting support to allow deep-level engagement and providing support to allow students to connect what they are learning with their prior knowledge. A self-diagnosis activity that makes students struggle appropriately and gets them primed to learn is most effective.
In a study of university makerspaces, it was generally found that women and ethnic minorities tended to recommend social change in makerspaces, while men of all ethnicities tended to recommend equipment and technology changes. The implications of this study are to establish student makerspace recommendations to create more inclusive and welcoming environments in makerspaces and other engineering spaces.