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.
Date of this Version
2024
Published in:
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. 10.18260/1-2--48165
Link to original published article:
https://peer.asee.org/48165
Comments
This is the publisher PDF of: 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
© 2008 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.
The version of record is available at DOI: 10.18260/1-2--48165