Chua, M., & Edmonds, T. (2017, June), Conversation and Participation Architectures: Practices for Creating Dialogic Spaces with Engineering Students  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28076

\bibitem{asee_peer_28076}
  Chua, M., \& Edmonds, T. (2017, June), \emph{Conversation and Participation Architectures: Practices for Creating Dialogic Spaces with Engineering Students}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28076

Mel Chua and Tess Edmonds.  "Conversation and Participation Architectures: Practices for Creating Dialogic Spaces with Engineering Students".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28076 Internet.  12 Jan, 2025

\bibitem{asee_peer_28076}
  Mel Chua and Tess Edmonds.
  "Conversation and Participation Architectures: Practices for Creating Dialogic Spaces with Engineering Students".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28076 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_28076
author = "Mel Chua and Tess Edmonds"
title = "Conversation and Participation Architectures: Practices for Creating Dialogic Spaces with Engineering Students"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28076}
number = {10.18260/1-2--28076}
}

TY  - CPAPER
AB  - This paper explores several conversation and participation architectures with affordances for holding challenging and awkward conversations: Open Sentences, Four Voices, Step-back Consulting, and Circle Way. For each architecture, we explore the origins of the technique, which range from the performing arts to spiritual practices to cultural wisdom traditions to medical school pedagogy. We then illustrate how to practice that technique in an engineering education context, highlighting the adaptations and framings we use to make it legible to a technical audience. We also discuss how each architecture is connected to various educational, psychological, and social theories that make-visible how it benefits engineering students. These architectures are compatible with a wide range of course and informal learning settings. They are focused on engaging in, observing, and reflecting-in-action on individual and group dynamics, especially in conversations that challenge personal views and comfort zones. After attending to each architecture in turn, we discuss the collection of architectures as a toolset for facilitating the development of interpersonal skills in engineering students.
AU  - Mel Chua
AU  - Tess Edmonds
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Conversation and Participation Architectures: Practices for Creating Dialogic Spaces with Engineering Students
UR  - https://peer.asee.org/28076
DO  - 10.18260/1-2--28076
ER  -