2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Recognizing the importance of collaborative learning in engineering education, this research seeks to understand how different group sizes and the gender ratio within the groups influence group dynamics, communication, inclusiveness, and overall student satisfaction. By examining the experiences and perceptions of first year engineering students in mixed gender groups, this study investigates the complexities of group interactions. Understanding how dynamics shift with gender ratio and group size can help form strategies to improve educational outcomes and ensure a supportive learning environment for all students, emphasizing the critical role of group composition in academic settings.
This study investigates the effects of group size and gender composition on the experiences of first-year engineering students in mixed-gender project groups. Conducted at a research-intensive university where students completed multiple projects throughout their first year. During their fall semester, students were assigned to medium-sized groups (3-5 students) and completed both a reverse engineering project and an Arduino-based design project. In the spring semester, students completed a semester-long conceptual engineering design project in large teams (5 – 7 students) and spent a few weeks of the semester assigned to small sub-teams of 2-3 students. Data was collected through a single comprehensive survey distributed following the completion of their first-year program which measured several important aspects such as group gender composition, member comfort, communication effectiveness, collaboration, respect, and project success.
During the semester’s four-students and six-student group assignments, the female-to-male ratio appeared to influence female students’ perceptions. In larger groups, the gender ratio had a more pronounced impact on communication dynamics and group interactions compared to the two-student groups surveyed during the spring semester. In smaller groups, individual personalities and interpersonal dynamics was more evident, reducing the effects of gender ratios. Alternatively, in larger groups, gender ratios exhibit a more visible correlation with students’ perceptions and experiences. The study suggests that while gender ratios have a minimal effect on smaller groups, they play a more significant role in shaping the dynamics and perceptions within larger group settings.
This study examines the connections between groups size, gender composition, and the overall experiences of first-year engineering students in collaborative learning environments. By exploring how these factors influence dynamics, communication, and perception, this research provides valuable insight to the education system. Ultimately, fostering inclusive and supportive group settings is crucial for enhancing students’ engagement, academic success, and cultivating the next generation of diverse and talented engineers.