Table 1
Prompts for first round of reflective writing and discussion.
| WEEK | PROMPT(S) |
|---|---|
| 1 | What is our sense of belonging within our a) academic unit (i.e., the Centre), and b) our Engineering faculty? |
| 2 | What is our sense of belonging within the wider engineering education research community? What experiences have we had that contributed to building that sense of belonging? |
| 3 | What actions can we take that we think might contribute to building an academic “home” for ourselves? How do we talk about our positions and our academic unit to others, inside and outside of engineering education research? |
| 4 | What about these engineering education research positions drew us to apply for them? What do we like about our positions? What is challenging about them? |
| 5 | How do we balance our research, teaching, and service work? |
Table 2
Prompts and rationale for second round of reflective writing and discussion.
| WEEK | PROMPT(S) | RATIONALE |
|---|---|---|
| 6 | What is our sense of belonging within our a) academic unit, b) our faculty, and c) the wider engineering education research community? What experiences have we had that contributed to building that sense of belonging? | To see how responses changed from the previous year |
| 7 | What structural, procedural, temporal, etc. elements facilitate or constrain our ability to do the work we want to do? | To help fill gaps in the situational map |
| 8 | Who do I think I am, professionally, right now? Who do I want to be, professionally? Why? How do I want to view myself, and how do I want others to view me? | In response to the need to tell a clear “story” about our professional work when applying for tenure and promotion, something that Jill had just gone through |
Table 3
Intermediate categories and descriptions for second-round coding.
| CATEGORY | DESCRIPTION |
|---|---|
| How we build a home/collaborate | How we work together with others, actual or desired. How we create a home for ourselves (physical, academic, etc.) |
| CAE as gendered methodology | The methodology of CAE feeling gendered and manifesting feelings of vulnerability but also feminized networks of support and collaboration within the research process. |
| Role of emotions/feelings | Embracing emotions/feelings, managing emotions (emotional labor; Hochschild, 1983), emotions involved in pushing forward EDIA and decolonizing work, etc. |
| Gendered relationships | Specific people we have relationships with (professional relationships, collaborations, citations, more friendly/personal relationships) as well as how we build and maintain those relationships. Can include a gendered sense of belonging. |
| Caring labor/care work | Mentoring students, caring about students, caring about EDIA and decolonizing work. (Drawing from Folbre, 1995) |
| Motherhood | Literal motherhood and figurative/emotional motherhood. |
| Engineering identity | Being positioned (or not) as an engineer, by self or others. Ideas of what engineering “is” or “should be.” |
| Other | Data that feels strongly related to gender but doesn’t fit into the above categories. |