TY - GEN
T1 - Reflections on the messiness of initiating a systematic literature review on broadening participation in engineering and computer science
AU - Phillips, Canek M.L.
AU - London, Jeremi S.
AU - Lee, Walter C.
AU - Van Epps, Amy S.
AU - Watford, Bevlee A.
N1 - Publisher Copyright:
© 2017 IEEE.
PY - 2017/12/12
Y1 - 2017/12/12
N2 - The rigorous, structured, and transparent review of literature on a particular topic can lead to promising insights about research directions, practical solutions, and potential policies. While the Systematic Literature Review (SLR) is a well-established methodology, it is rarely used in the field of engineering education. Though the use of the term "systematic" suggests a clear-cut process and there are resources available to describe the major steps of the method, the initial steps of a SLR are inherently messy-i.e., they heavily rely on the researcher's judgement and decision-making. Unfortunately, the messiness embedded in these steps is rarely discussed or described in existing resources. In this study, we reflect on the "messiness" of initiating a SLR on broadening participation in engineering and computer science. Informed by two existing approaches to reflection, we used the STAARA (Situation-Task-Affect-Action-Result-Aftermath) framework to reflect on the ways in which we resolved important decisions associated with one overarching situation and several corresponding tasks, affects, actions; the aftermath is also discussed. This paper includes insights from our experience that can help other researchers navigate the initial steps of a SLR.
AB - The rigorous, structured, and transparent review of literature on a particular topic can lead to promising insights about research directions, practical solutions, and potential policies. While the Systematic Literature Review (SLR) is a well-established methodology, it is rarely used in the field of engineering education. Though the use of the term "systematic" suggests a clear-cut process and there are resources available to describe the major steps of the method, the initial steps of a SLR are inherently messy-i.e., they heavily rely on the researcher's judgement and decision-making. Unfortunately, the messiness embedded in these steps is rarely discussed or described in existing resources. In this study, we reflect on the "messiness" of initiating a SLR on broadening participation in engineering and computer science. Informed by two existing approaches to reflection, we used the STAARA (Situation-Task-Affect-Action-Result-Aftermath) framework to reflect on the ways in which we resolved important decisions associated with one overarching situation and several corresponding tasks, affects, actions; the aftermath is also discussed. This paper includes insights from our experience that can help other researchers navigate the initial steps of a SLR.
KW - Broadening participation
KW - Reflection
KW - Research methods
KW - Systematic review
UR - http://www.scopus.com/inward/record.url?scp=85043262769&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85043262769&partnerID=8YFLogxK
U2 - 10.1109/FIE.2017.8190482
DO - 10.1109/FIE.2017.8190482
M3 - Conference contribution
AN - SCOPUS:85043262769
T3 - Proceedings - Frontiers in Education Conference, FIE
SP - 1
EP - 8
BT - FIE 2017 - Frontiers in Education, Conference Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 47th IEEE Frontiers in Education Conference, FIE 2017
Y2 - 18 October 2017 through 21 October 2017
ER -