Fostering an inclusive and socially responsive classroom environment using 5-minute self-regulation strategies
- Conference
- Location
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Las Vegas, Nevada
- Publication Date
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April 18, 2024
- Start Date
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April 18, 2024
- End Date
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April 20, 2024
- DOI
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10.18260/1-2--46043
- Permanent URL
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https://peer.asee.org/46043
Paper Authors
Harly Ramsey
University of Southern California
orcid.org/0000-0002-3809-9312
Harly Ramsey is an Associate Professor of Technical Communication Practice and the Associate Director of the Engineering in Society Program at the University of Southern California's Viterbi School of Engineering. She holds a Ph.D. in English, and her training in narrative theory, cultural studies, and rhetoric informs her teaching. Her teaching and scholarship foreground the concept of the citizen engineer and the formation of professional engineering identities. She developed and continues to work on Engineering Moment, a classroom-based podcast project about the social role of engineering, and Vision Venture, a co-curricular interactive video series exploring students’ engineering identities, agency, and purpose after graduation.
Abstract
This workshop shares a collaboration between an engineering educator and a student support service director to create a series of 5-minute interventions to introduce students to self-regulation techniques to promote the basic psychological needs (BPN) of autonomy, competence, and relatedness in a classroom environment. The interventions are all evidence-based strategies to promote self-regulated learning and/or emotional regulation, both of which have specific benefits to students in the classroom and can be key elements in promoting inclusive learning environments. Supporting students’ mental wellness is a key component of creating a culturally vital pedagogy by acknowledging our students as whole people; acknowledging the stress culture of engineering education is fundamentally socially responsive engineering education. Preliminary data and experiences from the facilitators’ first year of delivering these workshops to over 100 students will be shared for context.
The targeted audience for this workshop is all engineering educators. The aspirational outcome is to de-normalize stress culture in the classroom and supplant it with a culture of care and support through high-impact, small scale, low cost, transferable techniques. This interactive workshop will provide attendees with an opportunity to practice the interventions, ask questions, and discuss strategies for implementation on their campuses. Learning objectives include: describing and explaining multiple self-regulation strategies for application in the classroom environment; assessing which strategies participants find transferable to their teaching situations; presenting select strategies. No supplies or laptops are needed. The workshop could be 60 or 90 minutes.
Ramsey, H. (2024, April), Fostering an inclusive and socially responsive classroom environment using 5-minute self-regulation strategies Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada. 10.18260/1-2--46043
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