Using Systemic Functional Linguistics (SFL) to Create an Observation Protocol for Introductory Engineering Courses

Fabiola G. Rosales Sanchez; Nicole P. Pitterson; Karen Dinora Martinez Soto

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 4
Tagged Division: Educational Research and Methods Division (ERM)
Permanent URL: https://peer.asee.org/48243

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Paper Authors

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Fabiola G. Rosales Sanchez Virginia Polytechnic Institute and State University

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Nicole P. Pitterson Virginia Polytechnic Institute and State University orcid.org/0000-0001-9221-1574

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Nicole is an assistant professor in the Department of Engineering Education at Virginia Tech. Prior to joining VT, Dr. Pitterson was a postdoctoral scholar at Oregon State University. She holds a PhD in Engineering Education from Purdue University and oth

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Karen Dinora Martinez Soto Virginia Tech orcid.org/0000-0002-7273-4666

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Karen Martinez Soto is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She received her B.Sc. in Aerospace Engineering from the University of Oklahoma and her M.Sc. in Aerospace Engineering at Virginia Tech. Her research interests are focused on teaching and assessment for conceptual understanding, curriculum development for the middle years, and student cultural competencies.

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Abstract

Systemic Functional Linguistics (SFL) is a comprehensive linguistic framework that places its primary emphasis on the manner in which language operates in communication and how it is used to convey meaning across various social contexts. Instead of viewing language as a rigid set of rules, SFL recognizes it as a group of choices that individuals can make when expressing themselves through speech or writing. This framework has been widely used in the field of K-12 education, where it has been employed to analyze how scientific concepts intersect in classrooms, whether through spoken discourse or written text. As part of a larger NSF funded CAREER award , we developed an observation protocol based on the SFL and several other observation protocols used in education such as the Teaching Dimensions Observation Protocol (TDOP) and the Classroom Observation Protocol for Undergraduate STEM (COPUS). Our protocol underwent a trial run in a pilot study conducted in two introductory electrical engineering classes over the course of a semester. A total of nine classes were observed, taught by two different instructors. Through these observations, we were able to identify areas for improvement in the protocol. The principal objective of this paper is to explain how SFL has been involved in shaping the development of our observation protocol and how our pilot study significantly contributed to the refinement of the observation protocol we had initially created. This protocol will play a key role in an extensive study dedicated to exploring the role of language in introductory engineering courses. The process of testing the protocol in real-time classroom settings allowed us to discern the aspects that worked and those that required improvement. Additionally, this experience permitted us to incorporate codes and variations that had not been initially considered, enriching the depth and breadth of our protocol. Our findings show the significance of collaborating with the participants, in this case, the instructors, in the development of an effective observation protocol. The teaching methods employed by the instructors were influential in detecting the areas requiring refinement in our protocol. The resulting protocol, named Language Observation Protocol in Engineering Classrooms (LOPEC), will serve as the first engineering education protocol for examining language in a classroom environment.

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Rosales Sanchez, F. G., & Pitterson, N. P., & Martinez Soto, K. D. (2024, June), Using Systemic Functional Linguistics (SFL) to Create an Observation Protocol for Introductory Engineering Courses Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48243

TY - CPAPER
AB - Systemic Functional Linguistics (SFL) is a comprehensive linguistic framework that places its primary emphasis on the manner in which language operates in communication and how it is used to convey meaning across various social contexts. Instead of viewing language as a rigid set of rules, SFL recognizes it as a group of choices that individuals can make when expressing themselves through speech or writing. This framework has been widely used in the field of K-12 education, where it has been employed to analyze how scientific concepts intersect in classrooms, whether through spoken discourse or written text.
As part of a larger NSF funded CAREER award , we developed an observation protocol based on the SFL and several other observation protocols used in education such as the Teaching Dimensions Observation Protocol (TDOP) and the Classroom Observation Protocol for Undergraduate STEM (COPUS). Our protocol underwent a trial run in a pilot study conducted in two introductory electrical engineering classes over the course of a semester. A total of nine classes were observed, taught by two different instructors. Through these observations, we were able to identify areas for improvement in the protocol.
The principal objective of this paper is to explain how SFL has been involved in shaping the development of our observation protocol and how our pilot study significantly contributed to the refinement of the observation protocol we had initially created. This protocol will play a key role in an extensive study dedicated to exploring the role of language in introductory engineering courses.
The process of testing the protocol in real-time classroom settings allowed us to discern the aspects that worked and those that required improvement. Additionally, this experience permitted us to incorporate codes and variations that had not been initially considered, enriching the depth and breadth of our protocol. Our findings show the significance of collaborating with the participants, in this case, the instructors, in the development of an effective observation protocol. The teaching methods employed by the instructors were influential in detecting the areas requiring refinement in our protocol. The resulting protocol, named Language Observation Protocol in Engineering Classrooms (LOPEC), will serve as the first engineering education protocol for examining language in a classroom environment.

AU - Fabiola G. Rosales Sanchez
AU - Nicole P. Pitterson
AU - Karen Dinora Martinez Soto
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Using Systemic Functional Linguistics (SFL) to Create an Observation Protocol for Introductory Engineering Courses
UR - https://peer.asee.org/48243
ER -