Towards a Distributed Model of Teaming: Instructor-driven Lessons from I-MATTER
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
- Tagged Divisions
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Equity and Culture & Social Justice in Education Division (EQUITY)
- Permanent URL
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https://peer.asee.org/48165
Paper Authors
Austin Morgan Kainoa Peters Purdue University
Austin Morgan Kainoa Peters was born and raised in Wailuku, Hawaiʻi where he attended Kamehameha Schools Maui (KSM). This private, Christian K-12 institution gives admission preference to children with Hawaiian ancestry and attempts to incorporate Hawaiian culture, history, and values into a Western-based curricula. Although KSM has many settler colonial influences, it taught Peters to see the benefits of his ethnicities, especially Native Hawaiian, within academia. Peters obtained his bachelor’s degree at the University of San Diego (USD) in Integrated Engineering. Assimilating to the culture of this predominantly white institution left Peters questioning if he could be an engineer and multiracial. Fortunately, the liberal arts emphasis of the school combined with research work in Engineering Education helped him to see his worth as a multiracial engineer. Peters’ current goal is to obtain a doctorate in Engineering Education at Purdue University to challenge the embedded settler colonialism of engineering and engineering education.
Alice L. Pawley
Purdue University
orcid.org/0000-0001-9117-4855
Alice Pawley (she/hers) is a Professor in the School of Engineering Education and an affiliate faculty member in Environmental and Ecological Engineering and the Women’s Gender and Sexuality Studies Program at Purdue University. She is the winner of numerous awards, including best paper awards, leadership awards, and a PECASE in 2012. She is strongly involved in Purdue’s chapter of the American Association of University Professors. Her research group’s diverse projects and group members are described at pawleyresearch.org. Email: apawley@purdue.edu
Stephanie Masta
Purdue University
orcid.org/0000-0002-2413-3903
Member of the Sault Ste Marie Tribe of Chippewa Indians and educational researcher focused on issues of equity in Black and Brown education in the United States.
Darryl Dickerson
Florida International University
orcid.org/0000-0002-5935-4124
Dr. Darryl Athos Dickerson is currently an assistant professor in the Department of Mechanical and Materials Engineering at Florida International University. Dr. Dickerson’s research agenda contains two interconnected strands: 1) systematic investigati
Matthew W. Ohland
Purdue University
orcid.org/0000-0003-4052-1452
Matthew W. Ohland is the Dale and Suzi Gallagher Professor and Associate Head of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students and forming and managing teams has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE and represents ASEE on the Engineering Accreditation Commission. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS. He was inducted into the ASEE Hall of Fame in 2023.
Abstract
This WIP research paper describes the development of a preliminary practical model to improve how instructors of large classes can address marginalization amongst teammates in small teams. We collected interviews with instructors of large first-year engineering classes at a large Midwestern, primarily white, research-intensive university, and analyzed them thematically drawing on Sue and colleagues’ microaggression theory, Cortina and colleagues’ articulation of selective incivility, and theory on coded language. Through iterative readings and coding, we offer an initial articulation of attributes demonstrated by instructors, and position those attributes in a preliminary contrasting model that prioritizes distributed responsibility over instructors being solely responsible for addressing marginalization.
Peters, A. M. K., & Pawley, A. L., & Masta, S., & Dickerson, D., & Ohland, M. W. (2024, June), Towards a Distributed Model of Teaming: Instructor-driven Lessons from I-MATTER Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48165
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