Fostering an inclusive and socially responsive classroom environment using 5-minute self-regulation strategies

This workshop shares a collaboration between an engineering educator and a student support service director to create a series of 5-minute interventions to introduce students to self-regulation techniques to promote the basic psychological needs (BPN) of autonomy, competence, and relatedness in a classroom environment. The interventions are all evidence-based strategies to promote self-regulated learning and/or emotional regulation, both of which have specific benefits to students in the classroom and can be key elements in promoting inclusive learning environments. Supporting students' mental wellness is a key component of creating a culturally vital pedagogy by acknowledging our students as whole people; acknowledging the stress culture of engineering education is fundamentally socially responsive engineering education. Preliminary data and experiences from the facilitators' first year of delivering these workshops to over 100 students will be shared for context. The targeted audience for this workshop is all engineering educators. The aspirational outcome is to de-normalize stress culture in the classroom and supplant it with a culture of care and support through high-impact, small scale, low cost, transferable techniques. This interactive workshop will provide attendees with an opportunity to practice the interventions, ask questions, and discuss strategies for implementation on their campuses. Learning objectives include: describing and explaining multiple self-regulation strategies for application in the classroom environment; assessing which strategies participants find transferable to their teaching situations; presenting select strategies. No supplies or laptops are needed. The workshop could be 60 or 90 minutes.