Assessment of Demographic Biases Associated with the Ground Rules System in a Large Undergraduate Engineering Course

Autor/inn/en	King, Christine; Denaro, Kameryn; Sato, Brian
Titel	Assessment of Demographic Biases Associated with the Ground Rules System in a Large Undergraduate Engineering Course
Quelle	In: Journal of College Science Teaching, 52 (2023) 3, S.46-54 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Undergraduate Students; Large Group Instruction; Engineering Education; Cooperative Learning; Technology Uses in Education; Gender Bias; Group Dynamics; Norms; Minority Group Students; Racism; First Generation College Students; Low Income Students; College Transfer Students; Predictor Variables + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geschlechterstereotyp; Gruppendynamik; Normwert; Rassismus; Hochschulwechsel; Schulwechsel; Studienortwechsel; Prädiktor
Abstract	Despite more women and underrepresented students entering engineering, there are still gaps in achievement. A potential remedy is to establish equitable team dynamics during groupwork. Groupware systems have been implemented in the workforce and, recently, piloted in undergraduate lowerdivision education to establish team norms. Our prior work found that there was a significant association between gender and the utility of rules systems to establish team norms. To assess biases regarding gender and minority groups in the rules system, we examined the differences between rules chosen by individuals and teams based on demographic characteristics in a large engineering course. Students individually identified which rules were most important when working in a team, then formed teams and performed a "negotiation" to choose which rules the team would follow. We used statistical analyses to determine whether certain demographic factors predicted how influential an individual was during the selection process. We found that demographic and educational characteristics did not have a significant influence on decision-making for team rules. Furthermore, we found that female and first-generation students were more likely to select the rule "Play an active part in the team" than their male or continuing-generation peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01