Board # 43 : WIP: Examining Micro-interventions to Improve Classroom Community in Introductory Engineering Classrooms

Gray, Christine Allison; Tuchscherer, Robin G.; Gray, Ron

doi:10.18260/1-2--27855

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…These accounts underscore the critical role positive interpersonal relationships play in the engineering classroom and how heedful relationships between students can promote thriving, even in the face of adverse situations. These relationships may be especially important for first‐year engineering students as they progress through engineering as positive interpersonal relationships have been linked to reduced attrition rates (Gray et al, 2017 ) and the development of a greater sense of belonging in the engineering classroom (Schar et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Using workplace thriving theory to investigate first‐year engineering students' abilities to thrive during the transition to online learning due to COVID‐19

Krishnakumar

Maier

Berdanier

et al. 2022

J of Engineering Edu

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Background: During the onset of the COVID-19 crisis, universities rapidly pivoted to online formats and were often unable to adhere to the best practices of online learning highlighted in prior literature. It is well documented that a variety of barriers impeded "normal" educational practices.Purpose/Hypothesis: The purpose of this paper is to investigate the perceptions of first-year engineering students enrolled in an introductory engineering design course during the rapid transition to online working environments. We view students' perceptions through the theoretical lens of workplace thriving theory, a framework that allowed us to capture aspects of education required for students to thrive in non-optimum learning settings. Design/Method: This research employed semi-structured interview methods with 13 students enrolled in an introductory engineering design course that relies on project-based team learning. We analyzed interview transcripts using thematic analysis through an abductive approach and made interpretations through workplace thriving theory.Results: Results indicated that students' abilities to thrive are related to four intersecting themes that demonstrate how workplace thriving theory manifests in this unanticipated online setting. These themes demonstrate elements that must be optimized for students to thrive in settings such as this: relationships with others, building and sharing knowledge through interactions, perceptions of experiential learning, and individual behaviors. Conclusion:Our research, viewed through workplace thriving theory, highlights the mechanisms by which students tried to succeed in suboptimal environments.While not all our participants showed evidence of thriving, the factors required for thriving point to opportunities to harness these same factors in in-person instruction environments.

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Section: Discussionmentioning

confidence: 99%

Using workplace thriving theory to investigate first‐year engineering students' abilities to thrive during the transition to online learning due to COVID‐19

Krishnakumar

Maier

Berdanier

et al. 2022

J of Engineering Edu

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“…4. Inclusion of a weeding-out system (Gray et al 2017;Meyer & Marx, 2014) and the expectation of a future career that is competitive. First-year engineering curricula tend to be very competitive, and the culture of competition contributes to patterns in which engineering students earn lower college GPAs than students in other programs (Veenstra et al 2009, p. 5-6).…”

Section: Distinct Culture: Engineering Programs and Institutionsmentioning

confidence: 99%

A Scoping Literature Review of Engineering Thriving to Redefine Student Success

Gesun

Major

Berger

et al. 2021

Studies in Engineering Education

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“…In the first and second iteration of the project, we examined the impact of interventions aimed solely at increasing the students' sense of community in an early career course [2]. These interventions included, placing a focus on classroom norms, implementing strategies to increase peer-to-peer interactions, and the use of peer testimonials aimed at enabling discussions of the first year challenges.…”

Section: Introductionmentioning

confidence: 99%

Board 149: Examining Interventions to Increase Classroom Community and Relevancy in an Early Career Engineering Course

Tuchscherer

Gray

Tingerthal

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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where he has taught since 2011. Prior to academia, he accumulated eight years of professional experience as a practicing structural engineer and brings a practitioner's perspective to the academic and research setting. He teaches core undergraduate engineering courses, structural analysis, and reinforced concrete design. His area of expertise is the analysis, behavior, and design of concrete structures.

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Board # 43 : WIP: Examining Micro-interventions to Improve Classroom Community in Introductory Engineering Classrooms

Cited by 4 publications

References 6 publications

Using workplace thriving theory to investigate first‐year engineering students' abilities to thrive during the transition to online learning due to COVID‐19

Using workplace thriving theory to investigate first‐year engineering students' abilities to thrive during the transition to online learning due to COVID‐19

A Scoping Literature Review of Engineering Thriving to Redefine Student Success

Board 149: Examining Interventions to Increase Classroom Community and Relevancy in an Early Career Engineering Course

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