Connection and alienation during the COVID-19 pandemic: The narratives of four engineering students

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Engineering Education Pub Date : 2023-03-28 DOI:10.1002/jee.20519
Brianna Benedict McIntyre, Jacqueline Rohde, Herman Ronald Clements, Allison Godwin
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Abstract

Background

The COVID-19 pandemic has highlighted, exacerbated, and caused many challenges within engineering education. At the same time, the pandemic provided opportunities for engineering educators to learn from forced change to promote strategic efforts to improve classroom engagement and connection to better support engineering students.

Purpose

We leveraged students' stories to discuss ways university administrators, faculty, and instructors can better support their students during times of global crisis and beyond the current pandemic.

Design/Method

We conducted longitudinal narrative interviews with four White women engineering students from different universities in their third and fourth years. The students were selected from a larger research project because their rich and reflective stories resonated with other participant narratives, the research team, and ongoing conversations about educating during and after the COVID-19 pandemic. Through narrative inquiry, we constructed “restoryed” vignettes and identified patterns within the four students' distinctive stories by drawing on a theoretical framework designed to examine connection and alienation.

Results

The findings provided insights into how students were stressed and disconnected from their education in undesirable ways. The findings also provide insight into how those same students received support and maintained a connection to their institution, advisors, and instructors that educators could emulate.

Conclusions

Our theoretical framework of connection and alienation proved helpful for understanding the experiences of four engineering students. Additionally, these stories provide practical examples of how faculty and staff can support student connections beyond the pandemic.

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新冠肺炎大流行期间的联系与异化:四名工程系学生的叙述
背景新冠肺炎大流行突出、加剧并造成了工程教育领域的许多挑战。与此同时,疫情为工程教育工作者提供了从被迫变革中学习的机会,以促进战略努力,提高课堂参与度和联系,更好地支持工程学生。目的我们利用学生的故事来讨论大学管理人员、教职员工和教师如何在全球危机时期和当前疫情之后更好地支持学生。设计/方法我们对四名来自不同大学的白人女性工程系学生进行了纵向叙事访谈。这些学生是从一个更大的研究项目中挑选出来的,因为他们丰富而反思的故事与其他参与者的叙述、研究团队以及新冠肺炎大流行期间和之后关于教育的持续对话产生了共鸣。通过叙事探究,我们构建了“补充”的小插曲,并利用旨在考察联系和异化的理论框架,确定了四名学生独特故事中的模式。结果研究结果揭示了学生是如何承受压力并以不可取的方式与教育脱节的。研究结果还深入了解了这些学生是如何获得支持并与他们的机构、顾问和导师保持联系的,教育工作者可以效仿。结论我们的联系与异化理论框架有助于理解四名工科学生的经历。此外,这些故事提供了教职工如何在疫情之后支持学生联系的实际例子。
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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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