Improving Classroom Climate for Women Through Instruction in the Engineering Classroom

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Quality Teaching, Active Learning, and Classroom Climate (Table 1)

Abstract

This session discusses findings from a broader mixed-method study on women’s experiences with instruction in two synchronous online classrooms. Data included instructor interviews, classroom observations, group interviews, and pre- and post-surveys. Feminist frameworks shaped the development of the conceptual framework in the study. Quantitative findings included a relationship between instructor inclusivity, low instructor bias, and student-centered teaching methods. Qualitative findings included previous instructor behaviors and negative peer interactions affecting women’s academic self-confidence and women perceiving a positive course climate due to instructor empathy, care, respect/collegiality, formative feedback, and relevant content. Women also discussed how the content of the courses, application of engineering concepts, and confidence in learning the content contributed to their desire to remain in chemical engineering.

Author

• Selyna Perez Beverly, Eastern Michigan University
  Presenting Author