This work-in-progress paper emerged from the shared experience of participation in a Virtual Writing Group (VWG) composed of early career engineering education researchers (EER) in a variety of positions at different institutions. In general, this particular group of EERs had limited resources and access to a peer community at their respective institutions, therefore, the VWG was formed with the intention to spur EER scholarly activity and output. Faculty in similar situations have resorted to virtual groups (comprising of peers located at different universities) due to the many benefits including networking, accountability, peer feedback, and developing a sense of belonging, to name a few. Moreover, for many EERs who attempt to get by without access to a peer group (on-campus or otherwise), lack of connection and peer feedback has the potential to decrease the likelihood of success in scholarly endeavors. This collaborative autoethnographic study of participation in a VWG, participants noted surprises and unintended outcomes which was achieved in just four weeks of group meetings. Specifically, the participants experienced phases of team development somewhat unlike Tuckman’s well-known Stages of Team Development [1]. Based on these findings, the we propose a high-level conceptual framework of group development specific to the development of collaborative communities aimed to support research goals within engineering education. To confirm preliminary results, we are soliciting feedback on the proposed conceptual framework.
Dr. Bosman holds a PhD in Industrial Engineering. Her engineering education research interests include entrepreneurially minded learning, energy education, interdisciplinary education, and faculty professional development.
Erin is an Instructional Assistant Professor in the Cullen College of Engineering at the University of Houston. She joined the University of Houston after completing a postdoctoral/lecturer position split between the General Engineering program and the Engineering & Science Education Department and a Ph.D. in Bioengineering from Clemson University. Erin’s research interests include preparing students for their sophomore year, minority student engineering identity development, and providing mentoring relationships to help foster student growth and success.
http://orcid.org/0000-0002-2382-4745
University of Illinois at Urbana - Champaign
[biography]
Molly H. Goldstein is an engineering design educator and researcher at University of Illinois, Urbana-Champaign. She previously worked as an environmental engineer specializing in air quality influencing her focus in engineering design with environmental concerns. Her research interests include how students approach decision making in an engineering design context. She obtained her BS in General Engineering (Systems & Design) and MS in Systems and Entrepreneurial Engineering from the University of Illinois and PhD in Engineering Education from Purdue University.
Kelli Chelberg is the Director of Engagement and Outreach in the CMN STEM HERO program and a Professor in the Teacher Education Department at the College of Menominee Nation. Her research focuses on mentoring and identifying educational strategies as it relates to students of color and skills necessary for success and persistence in postsecondary educational settings. She is committed to student learning and success as she mentors first generation college students. Prior to her work at the College of Menominee Nation, she spent many years teaching in a variety of K-12 settings. She received a BS in Education from Greenville University, a M.S.Ed. from Southern Illinois University at Edwardsville and her Ed.D from Edgewood College.
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