Community Building through Technology in a Biological Systems Engineering Course

Heydi Han; Hector Palala; Jennifer Keshwani; Deepak R. Keshwani

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Biological & Agricultural Division Technical Session
Tagged Division: Biological and Agricultural Engineering Division (BAE)
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--43245
Permanent URL: https://peer.asee.org/43245
Download Count: 136

Paper Authors

biography

Heydi Han University of Nebraska, Lincoln

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Heydi Han is a Ph.D. student in the Biological Systems Engineering program at the University of Nebraska-Lincoln. She received her B.S in Chemical Engineering and her B.S. in Industrial Engineering from the Universidad de San Carlos de Guatemala and her M.S. in Agricultural Economics from Oklahoma State University. Her research focuses on biological systems modeling and the Corn-Water-Ethanol-Beef Nexus in Nebraska. In addition to her research, Heydi has been a teaching assistant for courses from different disciplines and is an active volunteer in STEM outreach activities.

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biography

Hector Palala University of Nebraska, Lincoln

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Héctor de Jesús Palala Martínez is a doctoral student in Curriculum Studies and new technologies in the Department of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln. Héctor teaches courses related to the integration of technology for future high school teachers as well as bilingual education and in all his classes he promotes justice, dignity and human rights. Previously, he was a professor of education at the Universidad de San Carlos in Guatemala, and before that, an elementary teacher. His research centers on the intersection of bilingual/multilingual education and technology (in particular, Mayan languages), literacy programs in Indigenous languages, pedagogy of tenderness, and artificial intelligence for education.

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Jennifer Keshwani University of Nebraska, Lincoln

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Jenny Keshwani is an Associate Professor of Biological Systems Engineering and Science Literacy Specialist in the Institute of Agriculture and Natural Resources at the University of Nebraska-Lincoln. She is active in promoting science and engineering education.

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biography

Deepak R. Keshwani University of Nebraska, Lincoln

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Deepak Keshwani is an Associate Professor and Director of Undergraduate Program in the Department of Biological Systems Engineering at the University of Nebraska-Lincoln. He also serves as a Faculty Fellow for the College of Agricultural Sciences and Natural Resources, and Daugherty Water for Food Global Institute. Deepak's scholarly interests are in the areas of bioprocess and biosystems modeling. His research efforts currently include integrated systems modeling related to the Food-Energy-Water Nexus with a focus on Nebraska’s agricultural systems and biofuel industries. He also utilizes these integrated models to develop immersive educational video games. He is also engaged in scholarly work in student success and retention, and in 2021 was named a Fellow for the PASS (Promoting At-Promise Student Success) Program, a joint initiative of University of Southern California Pullias Center for Higher Education, University of Nebraska, and the Susan Thompson Buffett Foundation to implement an ecology of validation model at a large scale to promote student success. At UNL, Deepak mentors the AgFutures first-year living-learning community in leadership, service, and civic engagement.

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Abstract

Background and research question: Keshwani, J., and Curtis, E. (2017) found that sophomore students in biological engineering are motivated by the opportunity to make this world a better place, help others solve problems, and improve other people's lives. Keshwani, D. and Keshwani, J. (2019) provided evidence that 67% of biological engineering students, who participated in a survey, placed interpersonal relationships as their biggest success during their first year at university. Moreover, students commented that good relationships and connections are good strategies for navigating college successfully. Prior studies have reported that when students work together, they stay motivated and are more likely to finish their academic programs; additionally, students participate in active learning when they discuss the course content with their peers (Hershock & LaVaque-Manty, 2012). Developing a sense of community within the classroom is a good start for students motivated by helping others while working as a team to solve the world's food, energy, and water problems. Facilitating community-building helps students to practice interpersonal skills that will transfer to their professional interactions. This study aims to determine if community-building activities enhance a learning environment to engage students with the content delivered in class and to pursue their degree. We will integrate technology into some of the activities. The study will answer if students value community-building activities after experiencing isolation and limited social interactions during the COVID pandemic. The study will analyze social skills developed by community-building activities and their potential impact on student retention. After analyzing the acceptance of the activities designed for community building, we will design a one-hour workshop directed at teaching assistants to share the type of activities that could be introduced in a STEAM class. We will survey the teaching assistants to get their perception of community building among students and between teaching assistants and students. Since the teaching assistants are graduate students in the department, this will provide innovative ideas to prepare them for an academic career. Methodology: First, we received IRB approval to conduct the research. We designed open-ended questions that will be asked as part of their assignments throughout the semester. The data collected will be from students enrolled in a sophomore-level engineering course, “Engineering properties of Biological Materials”. The students will provide their consent to analyze their answers. The person collecting the consent forms is a Co-Investigator in this study and has no relationship with the class. All participants' information will remain confidential. The data from teaching assistants (TA) will be collected at the beginning and at the end of the workshop. This survey will share qualitative data reflecting on their experience participating in a course promoting community-building. Their decision to participate or not will not affect their TA position. All TAs will be invited to participate in answering the survey, but only the data from those who consent will be used. Motivation: Engaging students in the classroom is always challenging for instructors. While technology sometimes distracts students, it can be strategically integrated into the classroom to help students connect with each other. The perceptions of students related to community building, whether negative or positive, will provide feedback to improve the course, and it may be interesting for other instructors that are considering adopting community-building activities as part of their student-centered learning strategies.

Citation
Format

Han, H., & Palala, H., & Keshwani, J., & Keshwani, D. R. (2023, June), Community Building through Technology in a Biological Systems Engineering Course Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43245

TY - CPAPER
AB - Background and research question: Keshwani, J., and Curtis, E. (2017) found that sophomore students in biological engineering are motivated by the opportunity to make this world a better place, help others solve problems, and improve other people&#39;s lives. Keshwani, D. and Keshwani, J. (2019) provided evidence that 67% of biological engineering students, who participated in a survey, placed interpersonal relationships as their biggest success during their first year at university. Moreover, students commented that good relationships and connections are good strategies for navigating college successfully. Prior studies have reported that when students work together, they stay motivated and are more likely to finish their academic programs; additionally, students participate in active learning when they discuss the course content with their peers (Hershock &amp;amp; LaVaque-Manty, 2012). Developing a sense of community within the classroom is a good start for students motivated by helping others while working as a team to solve the world&#39;s food, energy, and water problems. Facilitating community-building helps students to practice interpersonal skills that will transfer to their professional interactions.
This study aims to determine if community-building activities enhance a learning environment to engage students with the content delivered in class and to pursue their degree. We will integrate technology into some of the activities. The study will answer if students value community-building activities after experiencing isolation and limited social interactions during the COVID pandemic. The study will analyze social skills developed by community-building activities and their potential impact on student retention.
After analyzing the acceptance of the activities designed for community building, we will design a one-hour workshop directed at teaching assistants to share the type of activities that could be introduced in a STEAM class. We will survey the teaching assistants to get their perception of community building among students and between teaching assistants and students. Since the teaching assistants are graduate students in the department, this will provide innovative ideas to prepare them for an academic career.
Methodology: First, we received IRB approval to conduct the research. We designed open-ended questions that will be asked as part of their assignments throughout the semester. The data collected will be from students enrolled in a sophomore-level engineering course, “Engineering properties of Biological Materials”. The students will provide their consent to analyze their answers. The person collecting the consent forms is a Co-Investigator in this study and has no relationship with the class. All participants&#39; information will remain confidential. The data from teaching assistants (TA) will be collected at the beginning and at the end of the workshop. This survey will share qualitative data reflecting on their experience participating in a course promoting community-building. Their decision to participate or not will not affect their TA position. All TAs will be invited to participate in answering the survey, but only the data from those who consent will be used.
Motivation: Engaging students in the classroom is always challenging for instructors. While technology sometimes distracts students, it can be strategically integrated into the classroom to help students connect with each other. The perceptions of students related to community building, whether negative or positive, will provide feedback to improve the course, and it may be interesting for other instructors that are considering adopting community-building activities as part of their student-centered learning strategies.

AU - Heydi Han
AU - Hector Palala
AU - Jennifer Keshwani
AU - Deepak R. Keshwani
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Community Building through Technology in a Biological Systems Engineering Course
UR - https://peer.asee.org/43245
DO - 10.18260/1-2--43245
ER -