Characterizing students’ subcultures in engineering and their alignment with the adoption of the Freeform pedagogical system
Characterizing students’ subcultures in engineering and their alignment with the adoption of the Freeform pedagogical system
复制标题
描述学生在工程领域的亚文化及其与采用自由形式教学系统的一致性
DOI：
10.1109/fie56618.2022.9962509
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Jennifer DeBoer
中科院分区：
文献类型：
--
作者：
M. Dridi;E. Berger;J. Rhoads;Jennifer DeBoer
这篇从研究到实践的完整论文调查了一种特定的教学创新，即Freeform教学系统，与美国中西部北部一所小型私立学院（SPC）机械工程系的学生文化的一致性，我们提出了一个研究问题：Freeform系统正在传播的工程系的学生文化或（次）文化的定义特征是什么？基于对校园利益相关者（学生、教师和工作人员）的采访，我们构建了一个包含64个项目的调查，以描述他们工程部门的文化。我们使用文化共识理论模型（CCT）分析学生的反应，这是一种寻找对文化陈述的反应模式的定量方法。综合起来，这些反应模式表明了参与者群体中存在的亚文化的价值观。我们的结果表明，最佳拟合模型包含两个学生亚文化：学生亚文化1 (SC1) （n = 15）和学生亚文化2 (SC2) （n = 60）。这两种亚文化在一些关注学生体验的项目上表现出差异，尤其是学生之间的联系感或归属感。SC1的成员似乎与他们的同伴和导师都脱节，主要是独自工作，似乎很难获得学术援助。SC1成员还感到（他们认为是）低附加值活动过度劳累，并且他们没有意识到教师的教学方式与他们喜欢的学习方式之间的一致性。相比之下，SC2的成员似乎与机构使命一致，其重点是师生关系和社区学习
This research-to-practice full paper investigates the alignment of a specific pedagogical innovation, the Freeform pedagogical system, with the student culture(s) of the mechanical engineering department of a small private college (SPC) in the upper Midwest of the United States, we ask the research question: What are the defining characteristics of the student culture or (sub)cultures in the engineering department where the Freeform system is being propagated? Based upon interviews with on-campus stakeholders (students, faculty, and staff), we constructed a 64-item survey to characterize the culture of their engineering department. We analyzed student responses using the cultural consensus theory model (CCT), a quantitative method that looks for patterns of responses to cultural statements. Grouped together, these patterns of responses indicate the values of the sub-cultures present within a participant group. Our results indicate that the best fitting model contains two student subcultures: student subculture 1 (SC1) (n = 15) and student subculture 2 (SC2) (n = 60). These two subcultures exhibit differences across a handful of items that focus on the student experience and in particular the sense of connectedness or belonging among students. Members of SC1 seem to be disconnected from both their peers and their instructors, work primarily alone, and seem to struggle to obtain access to academic assistance. SC1 members also feel overworked with (what they perceive to be) low-value-added activities, and they do not perceive alignment between how instructors teach and how they prefer to learn. In contrast, members of SC2 seem to be aligned with the institutional mission, which focuses on faculty-student relationships and learning in the community