2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Practitioner Learning Community: Design of Instructional Content, Pedagogy, and Assessment Metrics for Inclusive and Socially Just Teaming Practices

Presented at Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

This paper describes the development of and outcomes from a Practitioner Learning Community (PLC) model used to design instructional content, pedagogy, and assessment metrics for inclusive, socially just teaming practices. Comprised of postdoctoral researchers, instructors, and tenure-lined research faculty, our PLC used strategies to produce sustainable instructional shifts, including those that: worked to cultivate trust among participants; leveraged existing beliefs/understandings; offered long-term, regularly-spaced interventions; considered institutional culture and context; and linked instructional outcomes to faculty participants’ assigned work. PLC members developed content and teaching tools that supported a number of areas, including development of: processes for team norming; curricula for functional teaming (e.g., conflict management and effective communication); modules to engage students in the examination of complex structures, systems, and ideologies that sustain discrimination and inequities in the practice of engineering; and assessment instruments to measure student teaming competencies. This paper provides a framework for supporting the exploration and development of effective and inclusive teaming practices at other universities to address the new ABET student outcome #5 and other challenging, unfamiliar topics within engineering. Given the success of the PLC model in the current context, those interested in developing a PLC at their own institution might consider adapting this framework to fit within their own context and culture.

Authors
  1. Dr. Benjamin David Lutz Orcid 16x16http://orcid.org/0000-0003-2637-0942 California Polytechnic State University, San Luis Obispo [biography]
  2. Michelle Kay Bothwell Oregon State University [biography]
  3. Nick AuYeung Oregon State University [biography]
  4. Trevor Kenneth Carlisle Oregon State University
  5. Dr. Natasha Mallette P.E. Oregon State University [biography]
  6. Dr. Susannah C. Davis Oregon State University [biography]
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