在线一年级团队工程设计课程的丰富经验和归属感

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2023-01-06 DOI:10.1080/13562517.2022.2162816

J. Miller-Young, Marnie V. Jamieson, Seth Beck

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引用次数: 2

摘要

培养归属感在网络环境中以及在工程教育中代表性不足的学生来说都是一项挑战。本研究采用混合方法顺序解释设计来理解加拿大一年级课程中代表性不足的学生的经历。在新冠肺炎远程分娩期间，我们对学生进行了与归属感和团队体验相关的结构调查，发现男性和女性之间以及大多数社会群体（白人和南亚男性）与同龄人之间在是否重视助教（TA）团队的多样性方面存在显著差异，以及这门课程是否有助于他们对工程的归属感。后续访谈揭示了学生基于性别和种族的认知和经历的一些差异，并对一年级课程的包容性教学策略产生了影响，特别是与设计团队活动和为同伴助教互动提供支持有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Diverse experiences and belonging in an online, first-year, team-based engineering design course

Cultivating a sense of belonging can be challenging in online contexts as well as for underrepresented students in engineering education. This study used a mixed methods sequential explanatory design to understand underrepresented students' experiences in a Canadian first-year course. Taking place during remote delivery due to COVID-19, we surveyed students about constructs related to belonging and team experience, finding significant differences between men and women as well as between the majority social group (white and South Asian men) and their peers in terms of whether they valued the diversity of the teaching assistant (TA) team, and whether the course contributed to their sense of belonging in engineering. Follow up interviews shed light on some of the differences in students' perceptions and experiences based on gender and ethnicity, and have implications for inclusive teaching strategies in first-year courses, in particular related to designing team activities and providing supports for peer-TA-instructor interactions.

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.