Ramsey, H. (2025, April), Helping students “reset”: Techniques to incorporate self-regulation strategies into the engineering classroom  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55177

\bibitem{asee_peer_55177}
  Ramsey, H. (2025, April), \emph{Helping students “reset”: Techniques to incorporate self-regulation strategies into the engineering classroom}
  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California.
  10.18260/1-2--55177

Harly Ramsey.  "Helping students “reset”: Techniques to incorporate self-regulation strategies into the engineering classroom".  2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April.  ASEE Conferences, 2025.  https://peer.asee.org/55177 Internet.  18 Jul, 2025

\bibitem{asee_peer_55177}
  Harly Ramsey.
  "Helping students “reset”: Techniques to incorporate self-regulation strategies into the engineering classroom".
  \emph{2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55177 Internet.  18 Jul, 2025

@INPROCEEDINGS{asee_peer_55177
author = "Harly Ramsey"
title = "Helping students “reset”: Techniques to incorporate self-regulation strategies into the engineering classroom"
booktitle = "2025 ASEE PSW Conference"
year = "2025"
month = "April"
address = "California Polytechnic University, California"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55177}
number = {10.18260/1-2--55177}
}

TY  - CPAPER
AB  - This workshop serves as an introduction to a collaboration between an engineering educator and a student support service direct to create a series of 5-miutes interventions to introduce students to self-regulation techniques to promote the basic psychological needs (BPN) of autonomy, competence, and relatedness in a classroom environment. Recent studies indicate that even minimal social interactions between faculty and students can produce significant benefits that are directly related to student success. This endeavor was embraced to de-normalize stress culture in the classroom and supplant it with a culture of care and support from faculty and staff. This works aims to provide a framework for engineering educators to introduce high-impact, small scale, low cost, transferable techniques. This interactive workshop will provide attendees with an opportunity to practice the interventions, ask questions, and discuss strategies for implementation on their campuses. Engineering educators are the target audience for this workshop, with an awareness of the “engineering stress culture” that permeates many institutions and affects many students.

The 5-minute interventions that will be introduced and practiced in this workshop are all evidence-based strategies to promote self-regulated learning and/or emotional regulation, both of which have specific benefits to students in the classroom and can be key elements in promoting inclusive learning environments.  The co-facilitators will share findings from their research over the past few years with over 100 engineering students. Activities include: 1) discussion among all participants of student need for self-regulation strategies; 2) discussion among all participants of the evidence behind the chosen strategies; 3) presentation by the co-facilitators of seven strategies; 4) modeling of select strategies by the facilitators and practice of the strategies by the participants; 5) practice modeling of select strategies by the participants.

The learning objectives for this 75-minute workshop include: 1) participants can explain some of the evidence-based research behind the presented techniques; 2) participants will have practiced multiple strategies; 3) participants can explain the importance of modeling behavior; and 4) participants will practice leading one of the strategies during the workshop. 

AU  - Harly Ramsey
CY  - California Polytechnic University, California
DA  - 2025/04/10
PB  - ASEE Conferences
TI  - Helping students “reset”: Techniques to incorporate self-regulation strategies into the engineering classroom
UR  - https://peer.asee.org/55177
DO  - 10.18260/1-2--55177
ER  -