Abbot, E. E., & Lan, B., & Raus, L., & Fan, B., & del Rosario, Z. (2024, June), Beyond "How's it going?": A Collaborative Autoethnographic Study by Early Instructors in a First-Year Engineering Studio Course  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46645

\bibitem{asee_peer_46645}
  Abbot, E. E., \& Lan, B., \& Raus, L., \& Fan, B., \& del Rosario, Z. (2024, June), \emph{Beyond "How's it going?": A Collaborative Autoethnographic Study by Early Instructors in a First-Year Engineering Studio Course}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/46645

Esme Eleanor Abbot, Berwin Lan, Luke Raus, Bill Fan, and Zachary del Rosario.  "Beyond "How's it going?": A Collaborative Autoethnographic Study by Early Instructors in a First-Year Engineering Studio Course".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46645 Internet.  30 Jul, 2024

\bibitem{asee_peer_46645}
  Esme Eleanor Abbot, Berwin Lan, Luke Raus, Bill Fan, and Zachary del Rosario.
  "Beyond "How's it going?": A Collaborative Autoethnographic Study by Early Instructors in a First-Year Engineering Studio Course".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46645 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_46645
author = "Esme Eleanor Abbot, Berwin Lan, Luke Raus, Bill Fan, and Zachary del Rosario"
title = "Beyond "How's it going?": A Collaborative Autoethnographic Study by Early Instructors in a First-Year Engineering Studio Course"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46645}
}

TY  - CPAPER
AB  - In this complete research paper, we study student-instructor communication in an engineering studio course. Studio pedagogy is an increasingly popular active learning technique. This tradition of pedagogy deemphasizes faculty lecture and emphasizes student-directed project work. However, studio pedagogy draws heavily on instructor-initiated communication for effective instruction. A limited body of research suggests that such communication is challenging, and we posit that early instructors experience additional, as-of-yet unidentified challenges. To better understand these communication issues, a team of four undergraduate course assistants and one faculty member conducted a collaborative autoethnographic study of instructors learning to teach in a first-year studio course. We identified the challenges the (student) instructors faced and the approaches they used. For instance, the instructors faced an interaction barrier—sources of resistance to initiating a student-instructor interaction, such as a lack of instructor self-confidence or student reticence. We illustrate challenges instructors faced and their approaches to resolve them through reflective episodes from the instructors. Our audience is twofold: Education researchers will find new lines of investigation for future work on studios, while early instructors will learn how to get started with teaching in studios.
AU  - Esme Eleanor Abbot
AU  - Berwin Lan
AU  - Luke Raus
AU  - Bill Fan
AU  - Zachary del Rosario
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Beyond "How's it going?": A Collaborative Autoethnographic Study by Early Instructors in a First-Year Engineering Studio Course
UR  - https://peer.asee.org/46645
ER  -