Building Cultures of Collaboration That Promote Instructional Change

Cross, Kelly J.; Mamaril, Natasha A.; Johnson-Glauch, Nicole; Herman, Geoffrey L.

doi:10.21061/see.48

Cited by 7 publications

(7 citation statements)

References 65 publications

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“…The first key takeaway focuses on the need for, constructive communication training needs to be integrated into training for doctoral students and faculty. Expanded training for faculty and students alike that discourages talking down, teaches positive mentorship techniques, engages strengths-based evaluations, and models constructive communication patterns could alleviate issues identified in our Talking Matters theme (Bilen- Green, 2015;Cross et al, 2021;Long & Mejia, 2016;Nieto, 2018;Pietri et al, 2019). Addressing Talking Matters requires setting aside assumptions about appropriate communication and real reflection on how communication happens within engineering doctoral programs, classrooms, and laboratories.…”

Section: Practical Implicationsmentioning

confidence: 99%

Interacting with Ruling Relations: Engineering Graduate Student Experiences of Discrimination

Bahnson

Satterfield

Wyer

et al. 2022

Studies in Engineering Education

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Background:The retention of traditionally underserved students remains a problem across graduate engineering programs. Women and men of color and white women leave graduate programs without their intended degree at higher rates than their white male peers. Experiences of discrimination may hinder degree progress for students with marginalized identities.Purpose/Hypothesis: This study investigated women and men of color and white women's experiences of discrimination in graduate engineering programs through the lens of ruling relations.Design/Methods: Semi-structured qualitative individual interviews explored the experiences of doctoral engineering students. Comparative analysis methods uncovered themes derived from participants' experiences of discrimination in engineering graduate education.Results: Women and men of color and white women experienced discrimination from peers, faculty, and advisors in settings such as classrooms, offices, and labs. Based on the themes and ruling relations identified, three significant findings can be distilled: (1) marginalized students recognize some of the norms and systems that marginalize them;(2) interactions that marginalize students are set into the social fabric of engineering and include excluding some students while including others; and (3) everyday interactions sustain and reproduce the oppressive norms. Conclusions:This study offers perspectives that can help graduate program directors and graduate advisors and faculty cultivate equitable environments and assist peer graduate students in understanding their marginalized peers. The implications of this work point to steps necessary to improve the graduate engineering environment for marginalized students.*Author affiliations can be found in the back matter of this article 54 Bahnson et al. Studies in Engineering Education 56 Bahnson et al. Studies in Engineering Education 57 Bahnson et al. Studies in Engineering Education 65 Bahnson et al.

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Section: Practical Implicationsmentioning

confidence: 99%

Interacting with Ruling Relations: Engineering Graduate Student Experiences of Discrimination

Bahnson

Satterfield

Wyer

et al. 2022

Studies in Engineering Education

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“…In combination, the conclusions of the study illuminate opportunities for engineering faculty to collaborate with non-engineering faculty to gain access to resources that support their personal interest in including diversity and inclusion practices as part of their pedagogical decisions for engineering courses. Furthermore, these collaborative efforts could be the foundation of a community of practice for engineering faculty engaged in introducing diversity and inclusion into their teaching practices, following the process of other instructional innovation dissemination strategies 19 .…”

Section: Discussionmentioning

confidence: 99%

Engineering Faculty Perceptions of Diversity in the Classroom

Cross

Cutler

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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in 2015 and worked as a post-doctoral researcher with the Illinois Foundry for Innovation in Engineering Education at the University of Illinois at Urbana-Champaign. At UIUC she has collaborated with multiple teams of engineering faculty on implementing and assessing instructional innovation. Dr. Cross is currently a Research Scientist in the Department of Bioengineering working to redesign the curriculum through the NSF funded Revolutionizing Engineering Departments (RED) grant. She is a member of the ASEE Leadership Virtual Community of Practice that organizes and facilitates Safe Zone Training workshops. Dr. Cross has conducted multiple workshops on managing personal bias in STEM, both online and in-person. Dr. Cross' scholarship investigated student teams in engineering, faculty communities of practice, and the intersectionality of multiple identity dimensions. Her research interests include diversity and inclusion in STEM, intersectionality, teamwork and communication skills, assessment, and identity construction. Her teaching philosophy focuses on student centered approaches such as problem-based learning and culturally relevant pedagogy. Dr. Cross' complimentary professional activities promote inclusive excellence through collaboration.

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“…By promoting a collaborative culture, companies encourage the exchange of knowledge, creativity, and new perspectives. In other words, cross-functional collaboration promotes creativity and innovation, breaking down silos and facilitating the flow of information (Ahmed et al 2016;Cross et al 2021).…”

Section: The Role Of Collaborationmentioning

confidence: 99%

“…Collaborative ecosystems foster the exchange of ideas, nurture cross-fertilization of expertise, and foster a culture of openness and shared learning. Through collaborative innovation, companies not only fuel their own growth but also contribute to the greater good, creating positive ripple effects that resonate across entire industries and economies (Fawcett and Jones 2013;Cross et al 2021).…”

Section: Introductionmentioning

confidence: 99%

Unlocking the Code to Continuous Innovation: A Study of Key Determinants for Serial Innovators

Rosário,

Varum,

Botelho

2024

Administrative Sciences

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This study investigates the fundamental role of collaboration in promoting a culture of continuous innovation in companies, driving them to become serial innovators, as evidenced by their industrial property registrations. Furthermore, it explores, in an innovative way, how various factors, such as the level of technological advancement in the sector, government support for innovation, investments in research and development, the degree of international involvement, and the level of education of employees, influence the probability of a company achieving the status of serial innovator. Based on data extracted from CIS reports spanning from 2012 to 2018, this research employs Logit models to explore the relationship between these variables. The findings clarify the positive impact of collaboration on a company’s ability to sustain innovation over time, thereby establishing itself as a serial innovator. The promotion of collaborative networks and partnerships with external entities, such as partner companies, research institutions, and government organizations, emerges as a powerful strategy for promoting innovation in organizational contexts. Furthermore, the study reveals the critical roles played by public support for innovation, the educational level of the workforce, and investments in R&D in increasing companies’ innovation capabilities. These factors contribute to increasing a company’s propensity for innovation and increasing its likelihood to become a serial innovator. A qualified and educated workforce is known to have the skills and knowledge required to actively engage in innovative activities, thus positioning companies as serial innovators.

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Building Cultures of Collaboration That Promote Instructional Change

Cited by 7 publications

References 65 publications

Interacting with Ruling Relations: Engineering Graduate Student Experiences of Discrimination

Interacting with Ruling Relations: Engineering Graduate Student Experiences of Discrimination

Engineering Faculty Perceptions of Diversity in the Classroom

Unlocking the Code to Continuous Innovation: A Study of Key Determinants for Serial Innovators

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