June 24, 2017
June 24, 2017
June 28, 2017
Educational Research and Methods
This work-in-progress paper describes a study that examines small-scale interventions to improve the classroom climate of an introductory engineering course to impact the attrition rate of students in the major. Part of a larger project on engineering major attrition rates, this exploratory study implemented “micro-interventions,” or small actions that instructors can implement to create significant effects in the ways that students view, and feel about, engineering. These micro-interventions center around impacting the norms of the introductory engineering classroom. In this ongoing study, data sources include the Classroom Community Scale, the Classroom Observation Protocol for Undergraduate STEM (COPUS), and semi-structured interviews with a purposeful sample of students. The study is being conducted using a quasi-experimental design that includes two sections of the same introductory engineering course. Results reveal similarities across the initial measures for the two sections. Additional data is being collected throughout the term to identify possible changes in students’ sense of community in the control and treatment sections and the factors associated with that change. Possible implications are discussed.
Gray, C. A., & Tuchscherer, R. G., & Gray, R. (2017, June), Board # 43 : WIP: Examining Micro-interventions to Improve Classroom Community in Introductory Engineering Classrooms Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27855
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